FACTORS INFLUENCING UPTAKE OF E-LEARNING AMONG STUDENTS AND HEALTH CARE PROVIDERS IN KMTC MAKUENI COUNTY
Samuel Kimanthi Musau - Post Graduate Student: School of Health Sciences, Kenya Methodist University, Kenya
Dr. Agnes Kasusu Mutinda (PhD) - Senior Lecturer: School of Health Sciences, Methodist University, Kenya
Dr. Joseph Mwamisi Musyoka - Senior Lecturer: School of Health Sciences, Methodist University, Kenya
ABSTRACT
Purpose: To factors influencing the uptake of e-learning among students and health care providers in KMTC Makueni County. Methodology: The research adopted a descriptive cross-sectional design and was conducted across four KMTC campuses: Makindu, Mbuvo, Makueni, and Mbooni. With a combined student population of 3,323, a sample of 346 students and 20 healthcare providers was selected using Cochran’s Sample Size Formula. Primary data was collected through structured questionnaires, and a pre-test was conducted at Machakos KMTC to ensure the validity and reliability of the instruments. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 25 and then presented inform of tables graphs and charts. Findings: The study found that individual factors—such as digital literacy and IT competence—had a significant positive influence (β = 0.252, p = 0.024), economic factors like affordability and resource access had an even stronger impact (β = 0.470, p < 0.001), and technological factors, including platform ease of use, also significantly boosted uptake (β = 0.347, p = 0.011). Institutional support showed a positive but statistically insignificant effect (β = 0.002, p = 0.990). Unique contribution to theory, practice, and policy: Theoretically, the study refines the Technology Acceptance Model (TAM) by offering context-specific insights and identifying new factors influencing technology adoption. Practically, it informs targeted strategies to enhance e-learning at KMTCs, such as improving technical support, course content, and training for users. From a policy perspective, the study provides evidence-based recommendations to guide resource allocation and policy development, helping address equity and access issues and promoting a more inclusive and effective e-learning environment.