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Technological advancements play a pivotal role in reshaping traditional learning paradigms. The COVID-19 pandemic disrupted teaching in Kenya’s learning institutions, especially in medical schools, like Kenya medical training college (KMTC). Due to safety, face-to-face classes had to be suspended. Online learning tools played a crucial role during the pandemic; but in developing countries like Kenya, technological, educational/literacy background, and socioeconomic challenges existed that could be a hindrance to the adoption and utilization of online learning process. The purpose of this study was to identify challenges to online learning from the perspective of student nurses (March and September 2020 classes) at Kenya Medical Training College. The study objectives were to assess student-related, technological and institutional challenges to the utilization of online learning. A descriptive, cross-sectional design was utilised in the study. Structured questionnaires were used to collect data from sampled March and September 2020 class student nurses who undertook online classes. The respondents were 272 first-year diploma student nurses from March and September 2020 classes sampled from eight selected campuses in the Western, Nyanza, and North Rift regions of Kenya. Collected data was analysed using the Statistical Package for Social Sciences (SPSS) version 20 computer software. Descriptive statistics included proportions, and frequencies, while results were presented in the form of graphs and tables. Ethical issues were observed by ensuring confidentiality and anonymity, and permission was sought prior to data collection. Study findings revealed the existence of challenges to the utilization of online learning by students at KMTC. Student-related challenges included knowledge gap on the use of internet infrastructure (38.8%), not owning E-learning devices (9.6%), and inadequate utilization of online learning at home setting due to disruptions, limited space, and competing tasks (88.2%). On technological challenges, 70% of respondents owned gadgets that were incompatible with the media that was being utilised for e-learning, hence couldn’t log in for the sessions. Frequent internet instability was experienced by 54.4% of students. 58.8% stated having slow internet connectivity that affected timely logging in for sessions. On institutional challenges, 55.5% of students stated inadequate preparation for online learning by the institutions, and lack of orientation. 92.6% of respondents indicated preference for face-to-face mode of learning to E-learning, citing reasons like poor communication between students and lecturers, interruption of online classes due to poor network, inconsistent data bundles, and lack of instant feedback and supervision by lecturers. In conclusion, great importance was attached to needs assessment survey for students and lecturers on all campuses to identify these challenges to enhance the adoption of the teaching model
Ndura et al. (Fri,) studied this question.