Development of a New Model for an e-RPL System Quality Evaluation: A Case Study of Kenya Technical Trainers College

  • Leanzs Mahangilu Ligale Kenya Technical Trainers College, Nairobi, Kenya
Keywords: eLearning, Quality, Content, eRPL, RPL


The education sector just like any other formal sectors has been largely affected by the emergence of new forms of technology, which present both opportunities and challenges. Quintessentially, many educational institutions have embraced the use of technology from a one-dimensional aspect of the prospects of technology in the formal learning while disregarding the challenges presented in integrating the use of technology in teaching and learning in non-formal and informal settings. Specifically, educational institutions have disregarded the role of embracing quality in the design and implementation of eLearning systems in the non-formal and informal education systems. Adopting a quantitative approach, this research aims at evaluating the development of a new model of enhancing quality in the design of electronic Recognition of Prior Learning (eRPL) system in the informal education setting by modifying the eLearning Quality Framework (EQF). Questionnaires were used to collect data from a total of 140 students enrolled at Kenya Technical Trainers College (KTTC) in order to establish the determinants of quality in eLearning systems for eRPL. Descriptive statistics and weighting factor analysis were undertaken on the data collected. Results from the analysis indicate that quality in eLearning is mainly determined by the following; content design, eLearning system quality, learner experiences and social support, technology factors, assessment and evaluation and institutional factors. In terms of importance it is recommended that the designers should put more emphasis on providing the following quality parameters in the eLearning system; up-to-date content, supported by multiple mobile devices, offers easy navigation of learning experiences, offers and is available on a 24/7 hours basis, has the ability to accurately store assessment data and ensures that the service provider has enough resources to implement eLearning. It is recommended that future research should focus on exploring how interactive and intelligent emerging technologies such as Internet of Things, Virtual Reality and Artificial Intelligence can be infused in the design of quality and responsive eRPL systems.

Article Views and Downloands Counter

Download data is not yet available.


Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & elearning: perceptions and attitudes of teachers towards eLearning acceptance in the developing countries. Multicultural Education, 6(2), 100-115.

Al-Azawei, A., Parslow, P., & Lundqvist, K. (2016). Barriers and opportunities of e-learning implementation in Iraq: A case of public universities. The International Review of Research in Open and Distributed Learning, 17 (5).

Amelia, R., Kadarisma, G., Fitriani, N., & Ahmadi, Y. (2020, October). The effect of online mathematics learning on junior high school mathematic resilience during covid-19 pandemic. Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012011). IOP Publishing.

Amiti, F. (2020). Synchronous and asynchronous eLearning. European Journal of Open Education and E-Learning Studies, 5(2).

Callan, V. J., Johnston, M. A., & Poulsen, A. L. (2015). How organisations are using blended e-learning to deliver more flexible approaches to trade training. Journal of Vocational Education & Training, 67(3), 294-309.

Chawinga, W. D., & Zozie, P. A. (2016). Increasing access to higher education through open and distance learning: Empirical findings from Mzuzu University, Malawi. International Review of Research in Open and Distributed Learning, 17(4), 1-20.

Conrad, D. (2022). Accreditation and Recognition of Prior Learning in Higher Education. Handbook of Open, Distance and Digital Education, 1-17.

Dobreski, B., & Huang, Y. (2018). Ontology informed design to advance developers’ informal online learning. Journal of Educational Technology & Society, 21(3), 23-34.

Eke, H. N. (2010). The perspective of e‐learning and libraries in Africa: challenges and opportunities. Library Review.

Hartsell, T., & Yuen, S. C. Y. (2006). Video streaming in online learning. AACE Review (formerly AACE Journal), 14(1), 31-43.

Hasani, L. M., Santoso, H. B., & Isal, R. Y. K. (2019, October). Designing alternative interface design of E-learning modules based on felder-silverman learning styles and user centered design approach. In 2019 International Conference on Advanced Computer Science and information Systems (ICACSIS) (pp. 459-464). IEEE.

Hussain, A. (2020). Interactive 360-degree virtual reality into eLearning content design. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 10(2).

Ibrahim, H., Karabatak, S., & Abdullahi, A. A. (2020, June). A study on cybersecurity challenges in e-learning and database management system. In 2020 8th International Symposium on Digital Forensics and Security (ISDFS) (pp. 1-5). IEEE.

Kanuka, H. (2006). Instructional design and eLearning: A discussion of pedagogical content knowledge as a missing construct. E-Journal of Instructional Science and Technology, 9(2), n2.

Koohang, A., & Harman, K. (2005). Open source: A metaphor for e-learning. Informing Science Journal, 8, 75-86.

Lam, P. L., Ng, H. K., Tse, A. H., Lu, M., & Wong, B. Y. (2021). eLearning technology and the advancement of practical constructivist pedagogies: Illustrations from classroom observations. Education and Information Technologies, 26(1), 89-101.

Masoumi, D., & Lindström, B. (2012). Quality in e‐learning: a framework for promoting and assuring quality in virtual institutions. Journal of Computer Assisted Learning, 28(1),27-41.

Mourali, Y., Agrebi, M., Ezzedine, H., Farhat, R., Jemni, M., & Abed, M. (2020, September).A review on e-learning: perspectives and challenges. In ICIW 2020, The Fifteenth International Conference on Internet and Web Applications and Services.

Mtebe, J. S., & Raisamo, R. (2014). A model for assessing Learning Management System success in higher education in Sub‐Saharan countries. The Electronic Journal of Information Systems in Developing Countries, 61(1), 1-17.

Nawaz, A., & Khan, M. Z. (2012). Issues of technical support for e-learning systems in Higher Education Institutions. International Journal of Modern Education and Computer Science, 4(2), 38.

Nene, J. O. (2021). Exploring student support in a completely online module within an open distance eLearning institution. International Journal of Online Pedagogy and Course Design (IJOPCD), 11(4), 33-44.

Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of elearning: An approach to the conceptual framework. International Review of Research in Open and Distributed Learning, 13(2), 145-159.

Sarker, M. F. H., Al Mahmud, R., Islam, M. S., & Islam, M. K. (2019). Use of e-learning at higher educational institutions in Bangladesh: Opportunities and challenges. Journal of Applied Research in Higher Education.

Sürücü, L., & Maslakçi, A. (2020). Validity and reliability in quantitative research. Business & Management Studies: An International Journal, 8(3), 2694-2726.

Weng, C., Tsai, C. C., & Weng, A. (2015). Social support as a neglected e-learning motivator affecting trainee’s decisions of continuous intentions of usage. Australasian Journal of Educational Technology, 31(2).

Wright, C. R. (2003). Criteria for evaluating the quality of online courses. Alberta Distance Education and Training Association, 16(2), 185-200.

Wu, B., Xu, W., & Ge, J. (2012). Experience Effect in E-Learning Research. SciVerse Science Direct. Procedia, 24, 2067-2074.

Yusuf, I., Widyaningsih, S. W., Prasetyo, Z. K., & Istiyono, E. (2021, March). The evaluation on the use of e-learning media to improve HOTS through authentic and holistic assessments. In Journal of P
How to Cite
Ligale, L. (2023). Development of a New Model for an e-RPL System Quality Evaluation: A Case Study of Kenya Technical Trainers College. Africa Journal of Technical and Vocational Education and Training, 8(1), 38-51. Retrieved from