Assessment of Satisfaction with Online Learning Environment among Nursing Students in Kenya Medical Training College (kmtc) Nairobi

Abstract

In recent years, there has been an increased use of eLearning in medical training colleges, driven by technological advancements, learners' desire for flexibility, and the COVID-19 pandemic. However, there is limited literature on nursing students' satisfaction with the eLearning environment at Kenya Medical Training College (KMTC) in Nairobi. Therefore, this study aimed to assess nursing students' satisfaction with online learning at

KMTC Nairobi, focusing on teacher, platform, and user-related variables. A cross- sectional survey was conducted, involving 259 nursing students who were selected

proportionately from eligible classes. Data was collected using self-administered semi- structured questionnaires and a Focus Group Discussion guide. Ethical clearance was

obtained, and participants were informed of the study objectives before giving consent. The collected data was coded, cleaned, and analysed using SPSS software. The study included 234 questionnaires in the final analysis, achieving a response rate of 91%. The majority of participants were preservice learners (75.6%) in their first year of training (50%). Female students constituted a significant proportion (81.5%) of the sample. The primary online learning platforms used were Zoom and Google Classrooms. The study investigated student characteristics, instructor characteristics, platform characteristics, and institutional support in relation to satisfaction with online learning. The findings revealed that a significant proportion of students faced challenges in accessing a computer (50.2%), reliable internet (65.1%), and a conducive study area (53.2%). Cross-tabulation analysis showed that various student factors, including navigating online platforms (p = 0.026), browsing the internet (p = 0.003), accessing and using a computer (p = 0.003), having reliable internet access (p = 0.01), and being in a conducive environment for online classes (p = 0.01), were significantly associated with high satisfaction with e-learning. Instructor factors associated with high satisfaction included teacher knowledge (p = 0.001), active facilitation on online platforms (p = 0.001), concern for student needs (p = 0.002), and providing prompt feedback (p = 0.001). Platform characteristics significantly influenced satisfaction, with a small percentage of students able to upload work onto the platform (34.5%), hold online discussions easily (35.4%), or receive necessary technical support (39.4%). Students expressed significant satisfaction (p < 0.05) with platforms offering updated materials, flexibility in learning, accessibility to content and sessions, efficient time management, and time-saving benefits. Higher satisfaction levels (p < 0.05) were observed when students could easily upload content, engage in discussions, had clear objectives, encountered logically organized content, experienced seamless communication, and had access to technical support. Institutional support for e-learning was perceived as inadequate, significantly impacting satisfaction levels (p < 0.05), particularly in terms of technical support availability and access to e-learning platforms for all students. The study recommends actions to improve the online learning experience, including ensuring access to computers and reliable internet, enhancing instructor effectiveness, improving platform functionality, and addressing gaps in institutional support. Future studies are also suggested to investigate instructor training needs and interventions for technical skill improvement.