Abstract

Background: Online teaching and learning have become central to higher education, yet evidence on their effectiveness within Religious Education remains limited, particularly in Sub-Saharan Africa. Understanding learners’ experiences is essential for improving instructional design and policy interventions.
Objectives: This study examined styles of online teaching and learning, students’ perceptions, challenges encountered, and their effects on perceived learning outcomes among Religious Education students at Kenyatta University.
Methods: A descriptive cross-sectional survey design was employed. Data were collected from 90 Religious Education students using a structured questionnaire and from five lecturers through interviews. Quantitative data were analyzed using descriptive statistics and multiple regression analysis, while qualitative responses were thematically analyzed.
Results: Findings indicated that both synchronous (81.1%) and asynchronous (83.4%) instructional approaches were widely utilized, reflecting flexible pedagogical practices. Students reported generally positive perceptions of online learning, with a majority expressing comfort in participating in online discussions (58.9%) and communicating through digital platforms (42.2%). Perceived learning outcomes were encouraging, particularly in relation to understanding course content comfortably (56.7%) and overall satisfaction with learning (48.9%). Despite these positive experiences, unstable internet connectivity (60.0%), high internet costs (56.7%), and social isolation (53.3%) emerged as the most significant barriers. Regression analysis revealed that online instruction (B = 0.080, p < 0.05) and learner perception (B = 0.003, p < 0.05) positively predicted perceived learning outcomes, whereas online challenges demonstrated a statistically significant negative effect (B = −0.200, p < 0.05). The model explained a modest proportion of variance (R² = 0.055), indicating the potential influence of additional factors
Conclusion: Online teaching and learning in Religious Education at Kenyatta University are generally effective and positively perceived. Nevertheless, technological and infrastructural constraints substantially hinder learning. Addressing connectivity limitations and strengthening learner support mechanisms are critical for optimizing online education.