Effect of Technological Readiness on Student Satisfaction in Distance Learning in Kenya
DOI:
https://doi.org/10.47941/jodl.3507Abstract
Purpose: The purpose of this article was to analyze effect of technological readiness on student satisfaction in distance learning in Kenya.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: Technological readiness significantly influences student satisfaction in distance learning in Kenya, as learners with reliable internet access, appropriate devices, and basic digital skills report smoother participation and fewer frustrations during online classes. Conversely, limited connectivity, high data costs, and low digital literacy reduce engagement, cause missed assessments, and lower overall learning satisfaction. Therefore, improving infrastructure, affordable internet access, and digital training for both students and instructors is essential to enhance satisfaction in Kenyan distance education programs.
Unique Contribution to Theory, Practice and Policy: Health belief model (HBM), social cognitive theory (SCT) & theory of planned behavior (TPB) may be used to anchor future studies on the effect of technological readiness on student satisfaction in distance learning in Kenya. Health communication campaigns should integrate traditional media with digital platforms to reach a wider, more diverse audience. Policymakers should prioritize the integration of comprehensive, multi-platform health communication strategies in public health policy.
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Copyright (c) 2025 David Kamotho
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