PROSPECTS AND CHALLENGES OF E-LEARNING IN NIGERIAN UNIVERSITY EDUCATION

1.1 Introduction

E-learning refers to the use of ICTs i.e. Information and Communication Technology to enhance and support teaching and learning process. The term e-learning is not a new phenomenon in promoting education in some parts of world. Presently, some institutions in Nigeria are using it to promote distance education (DE) and lifelong learning. E-learning ranges from the way student use email and accessing course work online while following a course on campus to programs offered entirely online. Advances in ICT have revolutionized higher education in many ways like increasing access to post-secondary instruction, improving the availability of educational resources, facilitating meaningful interaction among learners, outmoded educational system and as such better prepare students and the average citizen for the information age, and or accelerate national development efforts (Albirini, 2006).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

1.2 Background of Study

E-learning according to Sale (2002), is the use of electronic technology to deliver education and training applications, monitor learner’s performance and report learner’s progress. Hedge and Hayward (2004), defined it as an innovative approach for delivering electronically mediated, well-designed, learner-centered and interactive learning environments to anyone, anyplace, anytime by utilizing the internet and digital technologies in concern with instructional design principles. It is all about learning with the use of computers. In this age, learning with the use of computer is simply online ways of acquiring knowledge through the internet or through the offline − CD-ROM; the online involves the use of Internet Explorer/Navigator. It may be in form of Audio, Visual, and or Audio/Visual. The process and applications of e-learning technology include computer-based learning, web-based learning, virtual learning, blended learning, hybrid models, internet learning, networked learning, Tele-learning, computer-assisted learning and online classroom and digital collaboration where contents is delivered via the internet, intranet/extranet, audio and or video tapes, satellite TV and CD-ROM (Arbaugh, 2000; Achuonye, 2004; Ukoha, 2007).

E-learning refers to the use of ICT to enhance and/or support learning in tertiary education. However, this encompasses an ample array of systems, from students using e-mail and accessing course materials online while following a course on campus, to programmes delivered entirely online. E- learning can be of different types; a campus-based institution may be offering courses, but using E- learning tied to the Internet or other online network (Lorrain et al, 2007). E-learning is not only about training and instruction but also about learning that is tailored to the individual. Different terminologies have been used to define learning that takes place online (Lorrain et al., 2007; Oye 2011). The early use of computers and ICT were geared to support classroom instructional methods. Gradually, as more and more personal computers became available, the concept and practice of online classes was investigated and explored by some pioneering colleges and universities.

In Nigerian schools, the commonest type of e-learning adopted is in form of lectures note on CD-ROM which can be played as at when the learners desires. The challenge of this method is that the numbers of students per computer in which these facilities are available are un-interactive as compared to when lectures are been received in the classroom. Some institutions adopted the use of intranet facilities; however, this is not well maintained because of incessant power problem and high cost of running generating set. Most students in Nigeria go to the cyber café but because there are people of diverse intension on the net at the same time, and the bandwidth problem, a multimedia interactive cannot be done. Despite all these and other challenges facing e-learning in Nigeria educational institution, institutions such as University of Ibadan, Obafemi Awolowo University, University of Benin, University of Abuja, University of Lagos, National Open University of Nigeria among others has the facilities for e-learning. The number seems very low (compared to other parts of the world and the usefulness of the e-learning in the economy development) because of location of most institutions, bandwidth issue and mostly the challenge of electricity.

The National Open University of Nigeria (NOUN), was established in July, 1983, by an Act of the National Assembly as the first distance learning tertiary institution in Nigeria when it became crystal clear to the Federal Government that the ever growing demand for education by her people cannot be met by the traditional means of face-to-face classroom instructional delivery. The institution was closed down few weeks after its establishment and the Act that established the University was suspended in 1984 by then Federal Military Government that overthrew the civilian government. Many years after the closure, the compelling reasons that informed the earlier establishment of the university as well as the need to fill the gap created by the Federal Government clamped down on mushroom outreach study centers of many conventional universities all over the country and the need to take advantage of emerging developments in the field of ICTs which have revolutionalized the techniques and methods of instructional deliveries in the distance learning mode necessitated the reactivation of the suspended NOUN Act of 1983 in 2002. This paved the way for the resuscitation of the NOUN.

E-Learning or On-line education offers students excellent opportunities for individual communication with their study materials, study resources, and their tutors. It is the interactive exploits technology and communication systems to improve the learning experience. It has the potential to transform the way we teach and learn across the board (i.e.24 hours / 7 days) throughout the year. It can raise standards, and widen participation in lifelong learning. It is important to bear this in mind that Elearning as learning facilitated online through network technologies involves the utilization of virtual technologies in the practice of teaching, learning and assessment (Lee, Hong and Ling, 2002) and at National Open University of Nigeria, e-learning activities started with the most basic use of audio tapes and progressed to the use of CD-ROM, interactive videos and now, the university has a most standard e-learning laboratory using one of the best Learning Management Systems, LMS.

The National Open University of Nigeria, NOUN, sprang from the ashes of the defunct National Open University, which was abruptly closed down by a military government in April 1984, barely one year after its establishment. In the year 2000, after an international workshop cohosted by the Commonwealth of Learning, COL, and the Nigerian Federal Government, the years 2001 − 2010 were declared a decade of open a distance learning in Nigeria. Thereafter, a time-line was drawn for series of activities and implementation strategies. One of such strategies was the resuscitation of the defunct Open University which now had to be re-named National Open University of Nigeria (NOUN). Electronic learning is basically the use of Information and Communication Technologies (ICTs) to enhance and support learning / teaching and research (Eteng and Ntui, 2009).

Therefore, in National Open University of Nigeria where the research was carried out, the activities that was conducted is to know the Prospects and Challenges of E-Learning in Nigerian University Education.

1.3 Statement of Problems

Investigation revealed that the effective participation in Electronic Learning requires robust hardware and a broad band internet connection. Some classrooms or computer labs may not have computers that meet the minimum or recommended specification for optimal use of virtual world (Stacy & Liz, 2008).

Students at times generate problems for themselves by enrolling on online classes without an e-mail address or account with an internet service. This means that they cannot assess information for Electronic Learning consumption. Consequently, they cannot achieve their objectives of effective learning.

Several research works have been carried out on academic performance especially on students, but not much on e-learning students within the Nigerian educational system. There seems to be any study that focuses on the investigation and identification of the Prospects and Challenges of E-Learning in Nigerian University Education Using National Open University of Nigeria as a Case Study.

1.4 Aim and Objectives of Study

The aim of the study is to investigate the Prospects and Challenges of E-Learning in Nigerian University Education Using National Open University of Nigeria as a Case Study. In achieving this aim, the following specific objectives were laid out as follows:

1. To determine whether students are acquainted with the required knowledge necessary for the use of e-learning facilities;
2. To examine the attitude of students and staff of NOUN to the use of e-learning facilities towards teaching and learning;
3. To find out if National Open University of Nigeria have enough e-learning facilities and equipments; and
4. To determine the extent of e-learning facility being used towards the achievement of teaching-learning goals in NOUN.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Are students really acquainted with the required knowledge necessary for the use of e-learning facilities?
• Does National Open University of Nigeria have enough e-learning facilities and equipments?
• To what extent is the e-learning facility being used towards the achievement of teaching-learning goals in NOUN?
• What is the attitude of students and staff of NOUN to the use of e-learning facilities towards teaching and learning?

1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

Hypothesis One

• H0: There are no significant challenges and prospects of E-learning in Nigerian University education.
• H1: There are significant challenges and prospects of E-learning in Nigerian University education.

Hypothesis Two

• H0: There is no significant difference between education via Electronic means and conventional means.
• H1: There is significant difference between education via Electronic means and conventional means.

Hypothesis Three

• H0: There are no significant impacts of E-learning towards academic performance of students’ achievement in NOUN.
• H1: There are significant impacts of E-learning towards academic performance of students’ achievement in NOUN.

1.7 Significance of Study

An attempt to embark on this study might provide a diagnostics basis for solving problems or challenges facing e-learning as well as knowing the prospects of e-learning in Nigerian university education. It might also help to change the altitude of students as well as teachers/lecturers towards e-learning.

Also, it will find out the role of Government to the development of e-learning through the provision of e-learning equipments. In addition, it will make the teachers/lecturers, Students and government to be aware of the challenges and prospects of e-learning in Nigerian university education.

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

1.8 Scope of Study

The scope of the research is focused on the Prospects and Challenges of E-Learning in Nigerian University Education Using National Open University of Nigeria as a Case Study.

1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this establishment to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
3. Research material: availability of research material is a major setback to the scope of the study.
4. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
5. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

1.10 Definition of Terms

E-Learning: E-learning refers to electronic learning. This means using a computer to deliver part, or all of a course whether it is in a school or a full distance learning course.

Challenges: Challenges refers to a matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome.