Abstract:
The rapid growth of Information and Communication Technology (ICT) has brought about
significant changes in the practice of e-learning globally. In recent years, there has been an
increasing adoption of Learning Management System (LMS) assisted e-learning in higher
education institutions (HEIs) in developing countries. Despite the perceived benefits attached to
e-learning, several studies concur that there are still many challenges facing e-learning. These
include but are not limited to: course development, assessment, learner support, institutional
factors, user characteristics and overall performance. The overall implication is that that
developing countries still lag behind in adopting ICTs in their education systems. Accordingly,
further investigation into e-learning practices is required in order to fill in this gap of research. This
study presents a model for evaluating LMS assisted e-learning through reviewing the existing e learning frameworks and models for quality evaluation. The review which was based on the six
dimensions of quality and their constructs targeted: the P3 Course Evaluation Model, the PDPP
evaluation model, the e-learning Quality Framework, the TMLE framework and the e-learning
maturity model. A comprehensive e-learning quality evaluation model was obtained which is to be
validated through a survey of 200 respondents from JKUAT university in Kenya by structured
equation modeling
