Relationship between ICT Use & Undergraduate Students’ Critical Thinking Skills for e-Learning in Selected Universities in Kenya

E-learning heralded new era of higher education worldwide especially after the advent of COVID 19. The implementation of e-learning in many universities was fraught with challenges. The use of ICT in e-learning to the end that students can reason critically is the desire of many universities. This book examines the relationship between Information Communication Technology (ICT) use and undergraduate students’ critical thinking skills for e-learning. ICT is operationalized in terms of self-efficacy, teaching style and applications in use while critical thinking skills were measured in terms of analysis, evaluation, inference, and reasoning. The book recommends that university administrators should enhance policies related to ICT use while ODeL departments should ensure continuous support for lecturers and students for effective e-learning. Further, LMS vendors and suppliers should provide user friendly platforms with propensity for collaborative thinking. Lecturers who teach online should design and teach their courses with a balance of social presence, cognitive presence and teaching presence as envisaged in the Community of Inquiry model and social constructivism theory. Course syllabi should be designed with outcomes, activities and assessment frameworks that seek to promote critical thinking skills.