| dc.description.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. | en_US |
