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Abstract:
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Universities faced enormous pressure during the COVID-19 pandemic to assimilate
eLearning as a disruptive technology and modify their traditional learning to become more
sustainable, competitive, and affordable. Governments globally took measures to control the
spread of the highly transmissible COVID-19 by developing policies that led to the shutting
of schools and the closing of physical learning in universities. It was therefore imperative to
conduct this research to revamp eLearning as a disruptive technology in the university
education sector. The study adopted a qualitative approach and data collection involved
interviews where participants included the faculty and ICT personnel. Findings showed that
the strategy for eLearning sustenance and implementation revolved around training,
appropriate changeover mechanisms, and availability of critical resources dedicated to
sustaining the disruptive technology. In conclusion, universities should continuously solicit
innovations since the advantages of adopting disruptive technology are numerous including
greater convenience, less complexity, increased performance, and less cost. |