INFLUENCE OF INFRASTRUCTURAL FACTORS ON ONLINE LEARNING AMONG UPGRADING NURSING STUDENTS IN A RESOURCE-CONSTRAINED UNIVERSITY SETTING IN KENYA

Jackline Misoy, Moses Mutua Mulu, Agnes Mutinda

Abstract


Although digital learning offers flexibility and improved access to higher education, particularly for upgrading nursing students, its effectiveness largely depends on the availability of adequate infrastructural resources. This study examined the influence of infrastructural factors on online learning among upgrading nursing students at Kenya Methodist University, Kenya. The study adopted a descriptive cross-sectional research design using a mixed-methods approach. Quantitative data were collected from 200 upgrading nursing students selected through probability random sampling using semi-structured questionnaires, while qualitative data were obtained through purposive interviews with four lecturers involved in digital education and one university administrator. Quantitative data were analyzed using descriptive and inferential statistics, whereas qualitative data were analyzed thematically to complement and explain the quantitative findings. The findings demonstrated that infrastructural factors significantly influenced the quality of online learning among upgrading nursing students. The findings demonstrated significant associations between perceived online learning quality and the availability of computer laboratories (p = 0.008), adequate computers (p < 0.001), stable internet connectivity (p = 0.002), standby generators (p < 0.001), powered lecture rooms (p < 0.001), TV/DVD facilities (p < 0.001), and Smart Boards (p = 0.011). However, ICT accessibility (p = 0.306), ICT policy (p = 0.094), and stable electricity supply (p = 0.162) were not significantly associated with perceived online learning quality. Qualitatively, unreliable internet connectivity, intermittent power supply, limited access to digital devices, and system instability disrupted participation, reduced engagement, and constrained students’ online learning experiences. The study recommends strengthening ICT infrastructure for enhanced quality of online learning.

Keywords


customer focus, meeting customer requirements, student satisfaction, examinations management, SERVQUAL

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i10.7038

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