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Case Study

Digital Inclusion Faculty Training
at National Scale

Strengthening digital inclusion and faculty capability across 71 KMTC campuses through structured, hands-on virtual training in blended and online learning.

KENET / KMTC 71 Campuses Faculty Development Capacity Building Technical Education
144
Lecturers trained across Kenya
71
KMTC campuses represented
100%
Virtual delivery — fully online workshops
1
Existing LMS ecosystem — built around, not replaced
Context

The Kenya Education Network (KENET) engaged me to lead a national digital inclusion and faculty capacity-building initiative supporting the Kenya Medical Training College (KMTC). The project aimed to strengthen online teaching, learning, and administration by equipping faculty across KMTC campuses with practical skills for blended and online delivery.

The engagement involved 144 lecturers drawn from 71 KMTC campuses across Kenya, delivered through a series of structured, hands-on virtual workshops. KMTC, as the largest medical training institution in sub-Saharan Africa, presented both the scale and the complexity that make this kind of initiative genuinely high-stakes: inconsistency in faculty capability would directly affect the quality of healthcare training nationwide.

Challenge & Constraints

KMTC was scaling blended learning across a large, geographically distributed institution. While an LMS was available, faculty capacity to design interactive eLearning content, upload and manage learning materials, and deliver effective online instruction was uneven. The initiative required a consistent, scalable training model that could support quality and digital inclusion across all participating campuses.

🗺️
Large participant cohort distributed across 71 campuses throughout Kenya — requiring a delivery model that scaled without sacrificing depth or engagement.
💻
Fully virtual delivery requiring high participant engagement in a remote setting — workshops had to be hands-on and interactive, not passive webinars.
⚡
Varying levels of digital confidence and prior eLearning experience among faculty — from near-beginners to those with partial platform familiarity but no formal instructional design training.
⚖️
The need to balance content development skills with online instructional delivery practices — both were essential, and neither could be treated as secondary.
🔒
Dependence on an existing LMS and established institutional workflows — capability had to be built within the system already in place, not around a new one.
Decisions & Approach
01
Interactive eLearning Module Development Workshops
Led hands-on virtual workshops guiding 144 lecturers through the process of developing interactive eLearning modules for blended learning — moving participants from content-holders to active eLearning designers.
02
LMS Content Uploading, Structuring & Management
Trained participants on uploading, structuring, and managing content within the institutional LMS — giving each lecturer the administrative confidence to own their own course environments independently.
03
Structured Ongoing Support During Module Development
Provided structured, ongoing support as lecturers developed their own online modules — ensuring that skills acquired in workshops were applied correctly in practice, not left to trial and error.
04
Online Delivery Practices — Content & Facilitation
Guided faculty on both content development and online delivery practices — treating these as inseparable: good content poorly facilitated, or good facilitation around weak content, both produce poor learner outcomes.
05
Co-Development of a Faculty Output Assessment Rubric
Co-developed a structured assessment rubric with faculty training experts to establish clear, shared quality benchmarks — giving KMTC a consistent, defensible standard for evaluating faculty eLearning outputs at scale.
06
Formal Assessment of Faculty eLearning Outputs
Led the formal assessment of faculty-produced modules using the agreed rubric — ensuring that quality and consistency were verifiable across the entire cohort, not assumed, and that the initiative produced a measurable institutional standard.
Outcome & Impact

Faculty across participating campuses demonstrated measurably improved capability in developing, managing, and delivering online learning content. The formal assessment process helped standardise quality expectations across a large, geographically distributed institution — moving KMTC from informal, ad-hoc digital practice towards a defined and defensible institutional standard for eLearning delivery.

Key Insight

"At national scale, digital inclusion succeeds when faculty training combines hands-on content creation, clear quality benchmarks, and structured support — not just platform orientation."

Elias Kinyua
Digital Learning Strategist

© 2026 Elias Kinyua. All rights reserved.
Designing resilient learning systems globally — especially where conditions are hardest.