E-learning and Levels of Interpersonal Relationships among Postgraduate Students in Selected Universities in Kenya

Background: The shift to e-learning, particularly during the COVID-19 pandemic, has transformed higher education. However, there is limited understanding of how e-learning affects the emotional well-being of postgraduate students. This study addresses this gap by examining the impact of different e-learning modalities on interpersonal relationships and emotional well-being in postgraduate students in Nairobi County, Kenya. Objective: The study investigates how e-learning modes influence emotional well-being, focusing on the role of interpersonal relationships and the moderating effect of perceived social support. Methods: A mixed-methods approach was employed using an embedded-correlational design. Quantitative data were collected through the PERMA Adult Profiler, while qualitative insights were gathered from open-ended interviews. The sample included 323 postgraduate students from nine universities in Nairobi County, with an additional eight participants for qualitative analysis. Results: Findings revealed high levels of interpersonal support and satisfaction with personal relationships. However, no e-learning mode significantly predicted interpersonal relationships (p > 0.05). Blended Learning, which combines online and in-person sessions, achieved the highest mean score, followed by Pure Online Teaching. These findings suggest that while e-learning mode does not critically influence interpersonal relationships, both Blended Learning and Pure Online Teaching foster strong social connections. Implications: The study underscores the importance of institutional and supervisory support in enhancing the e-learning experience. Future research should explore diverse contexts and long-term effects to further understand e-learning’s impact on interpersonal relationships and academic success.