ONLINE INTERACTION EXPERIENCES AND SATISFACTION WITH LEARNING MANAGEMENT SYSTEM USE AMONG NURSING STUDENTS AT THE NATIONAL OPEN UNIVERSITY OF NIGERIA, GUSAU STUDY CENTRE
DOI:
https://doi.org/10.61841/chbdvs50Keywords:
e-learning, learning management system, nursing education, online interaction, student satisfactionAbstract
Background: Learning management systems (LMS) are central to open and distance nursing education, but their educational value depends on online interaction and student satisfaction. Objective: This study assessed nursing students’ online interaction experiences and satisfaction with LMS use at the National Open University of Nigeria, Gusau Study Centre, and compared satisfaction by gender and level of study.
Methods: A descriptive cross-sectional survey analysed 133 completed questionnaire records from nursing students in 200–500 Levels. Online interaction was measured with 12 items and satisfaction with 14 items on a four-point scale. Frequencies, percentages, means and standard deviations were calculated. Gender differences were tested with Welch’s t-test, while level-of-study differences were tested with Welch’s analysis of variance at α = 0.05.
Results: Overall online interaction was positive (M = 2.98, SD = 0.62), with student–student interaction rated highest (M = 3.00, SD = 0.69). Students were generally satisfied (M = 2.95, SD = 0.63), and usability and convenience recorded the highest domain mean (M = 3.09, SD = 0.73). Satisfaction did not differ by gender, t(61.05) = 0.681, p = 0.499, Hedges’ g = 0.12. Satisfaction differed by level of study, Welch’s F(3, 68.19) = 4.308, p = 0.008, ω² = 0.048; 200-Level students reported higher satisfaction than 400- and 500-Level students.
Conclusion: Students reported positive interaction and satisfaction, particularly for peer communication, flexibility and convenience. Lecturer feedback, clarification of difficult topics, content updating and learning effectiveness nevertheless require improvement.
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