PERCEIVED TECHNICAL, INFRASTRUCTURAL AND USER-SUPPORT CHALLENGES IN LEARNING MANAGEMENT SYSTEM USE AMONG NURSING STUDENTS AT THE NATIONAL OPEN UNIVERSITY OF NIGERIA, GUSAU STUDY CENTRE
DOI:
https://doi.org/10.61841/tnq3mv86Keywords:
digital infrastructure, e-learning, learning management system, nursing education, technical supportAbstract
Learning management systems (LMS) are central to open and distance nursing education, but effective use depends on reliable technology, affordable connectivity and responsive learner support. This study described perceived technical, infrastructural and user-support challenges in LMS use among nursing students at the National Open University of Nigeria, Gusau Study Centre. A descriptive cross-sectional survey included all 133 nursing students in 200–500 Levels within the accessible population. Data were collected using a structured four-category questionnaire and analysed using frequencies, percentages, means and standard deviations. The overall challenge mean was 2.93 (SD = 0.36), indicating serious perceived barriers. Internet and infrastructure challenges were most prominent (mean = 3.28, SD = 0.49), followed by user-skill and support challenges (mean = 2.87, SD = 0.52) and technical challenges (mean = 2.74, SD = 0.41). Poor internet connectivity was the highest-rated item (mean = 3.48), followed by network-related inability to access the LMS (mean = 3.37), unstable electricity supply (mean = 3.23), inadequate technical support and slow page loading (mean = 3.08 each), and internet data cost (mean = 3.03). Although 66.2% reported previous LMS training, 75.2% still needed assistance and 66.1% considered the training insufficient. Access constraints, platform reliability and service-quality deficiencies were more prominent than difficulty locating course materials. Low-bandwidth optimisation, affordable connectivity, power-backed access, task-based training and responsive technical support are recommended. As the design was descriptive and cross-sectional, the findings represent perceived barriers and do not establish causal effects on LMS utilisation.
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