Instructional methods influence achievement of students in education continuum. While appropriate methods enhance learner achievement, inappropriate approaches stifle knowledge retention and application. While empirical studies in Kenya have focused on subjects such as Kiswahili, Biology and Mathematics, none has examined the linkage between instructional methods and learning achievement in business. Primary data was obtained from 288 form four business studies students across the country.

This paper explores the possibility of bringing e-learning to African universities through collaborative networks of public–private partnerships. It is envisaged that this approach will solve the dual problem of infrastructural barriers and weak ICT policies. As technology is used more in education, the teachers’ roles are increasingly integrated with those of support staff, administrators and technical staff. The needs of e-learning environments suggest the viability of multi stakeholder networks to share expertise and resolve issues related to training needs.