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

Autori

  • Jackline Misoy Department of Nursing, Kenya Methodist University, P.O. Box 267 - 60200, Meru, Kenya
  • Moses Mutua Mulu PhD, Department of Nursing, Kenya Methodist University, P.O. Box 267 - 60200, Meru, Kenya
  • Agnes Mutinda PhD, Department of Nursing, Kenya Methodist University, P.O. Box 267 - 60200, Meru, Kenya

DOI:

https://doi.org/10.46827/ejes.v13i10.7038

Parole chiave:

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

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.

Biografie autore

  • Jackline Misoy, Department of Nursing, Kenya Methodist University, P.O. Box 267 - 60200, Meru, Kenya

    Jackline Misoy Chelangat is a nursing education and examination professional at the Nursing Council of Kenya. She is involved in regulation of nursing education, examination processes, quality assurance, and professional standards. Her research interests include nursing education, competency-based assessment, regulatory systems, and healthcare workforce development. She contributes to initiatives aimed at strengthening the quality and effectiveness of nursing training and practice.

  • Moses Mutua Mulu, PhD, Department of Nursing, Kenya Methodist University, P.O. Box 267 - 60200, Meru, Kenya

    Dr. Moses Mutua Mulu is an academic and researcher with interests in health-related research, social issues, and community-based studies. His research interests include public health, social determinants of health, HIV/AIDS, monitoring and evaluation, and evidence-based interventions. He has participated in research and scholarly activities aimed at generating knowledge to improve health and social outcomes.

  • Agnes Mutinda, PhD, Department of Nursing, Kenya Methodist University, P.O. Box 267 - 60200, Meru, Kenya

    Dr. Agnes Mutinda is a nursing academic and researcher with interests in nursing education, clinical training, healthcare quality improvement, and health workforce development. She contributes to nursing scholarship through teaching, mentorship, and research aimed at strengthening nursing practice and healthcare education.

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Pubblicato

2026-09-25

Fascicolo

V. 13 N. 10 (2026)

Sezione

Articles

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