E-Learning and Psychological Wellbeing of Postgraduate Learners in Selected Universities in Nairobi Kenya

This study explores the impact of various e-learning modes on the psychological wellbeing of postgraduate learners in selected universities in Nairobi County. Utilizing the PERMA framework, which assesses Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment, the research evaluates how different e-learning approaches—namely Pure Online Teaching, Distance Learning with access to video recordings, a Combination of Online and Video Recorded Sessions, and Blended Learning (Online and In-Person)—affect psychological wellbeing. A total of 246 postgraduate students participated in the study. Results indicate that Pure Online Teaching yielded the highest overall psychological wellbeing (M=7.40), followed by Blended Learning (M=7.29). Distance Learning with video recordings and the Combination mode showed similar results (M=7.03 and M=7.04, respectively), while Blended Learning exhibited the lowest impact on engagement and the highest levels of loneliness. A One-Way ANOVA revealed that loneliness was significantly affected by the mode of e-learning (p=0.014). These findings suggest that while Pure Online Teaching offers substantial psychological benefits, the effectiveness of e-learning modes in promoting psychological wellbeing varies. This variation has important implications for designing future e-learning frameworks, emphasizing the need to address psychological outcomes to enhance student experiences and support mental health in educational settings. By tailoring e-learning strategies to foster positive emotions and engagement, institutions can better meet the psychological needs of their learners.