e-TECHNOLOGY & e- LEARNING IN NIGERIA EDUCATION

E-LEARNING AND ICT: ADVANTAGES AND THE CHALLENGES IN A DEVELOPING

EDUCATIONAL SYSTEM.

Oluborode K.D. and Olofintuyi I.O.

Civil Engineering Department,
Federal Polytechnic, Ado-Ekiti, Ekiti State, Nigeria.
Email: kbvblocks65@yahoo.com, 08034650954
sanmilanre86@gmail.com, 08064798010

ABSTRACT

E-learning and e-learning technology is gradually gaining global acceptance by Information

Communication Technology (ICT) experts, education managers, institutions, corporate bodies,

students and other stake holders in education industry, totally unaware of the threats and other

comparable indices against the conventional teaching and learning methods. This paper addresses

the evolution and development of ICT in Nigeria which gave rise to the introduction of e-learning in

Nigeria educational system where many tertiary institutions are still using the conventional method

of teaching and learning. It compares the advantages and disadvantages of e-learning over the

conventional method, and proffers solutions to various challenges and threats that may ensue if e-

learning is adopted as a new system of learning. E-learning adoption would pose numerous threats

to Nigeria chief among is initial capital investment which can be combated through enormous

capital investment by relevant authorities.

Key Words: ICT, E-learning, evolution and development, education.

1.0 INTRODUCTION

Nigeria has a population of 140,431,790 according to 2006 population census (National

Bureau of Statistics: Annual Abstract of Statistics 2010). Unfortunately, this population has not

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reflected in the ICT growth; instead ICT development, which gained more popularity during the

then Olusegun Obasanjo`s first administration has been dwindling ever since.

Since its emergence in 2000, one would expect it to have soared beyond the sky, but it is

saddening to know that majority of towns and villages in Nigeria still have no access to internet and

complete ICT facilities.

The entire Nigeria economy and other sectors where tertiary education plays a key role has

been grossly affected by this negative trend. Accordingly, majority of Nigeria`s tertiary institutions

has virtually no access to good ICT facilities, with the few having access either malfunctioning due

to mismanagement, inadequacy of funding, lack of technical know-how or other factors

contributing to the backwardness of ICT growth.

It is note-worthy to stress here that, despite the ugly trends in ICT growth, a substantial

improvement has been made by various serious-minded bodies and agencies to bridge the gap

between ICT and ignorance. These bodies have responded positively to its challenges in tertiary

education through regular intervention and grants to build ICT facilities and equip them to world

standard.

E-learning and ICT cannot be separated; this is why any positive or negative activity on ICT

will also have a direct effect on E-learning, more so that it has not been fully accepted and

embraced in Nigeria. According to The Higher Education Funding Council for England (HEFCE)

in its 2005 strategy paper for E-learning addressed the term as “Rather than a series of systems and

tools, it is something that happens when students learn with information and communication

(ICT).” Or more broadly, Som (2006) also posited that, “E-learning referred to intentional use of

networked information and communications technology in teaching and learning.”

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As mentioned earlier, numerous agencies (public and private), corporate bodies and various

stake-holders have joined forces with Nigeria tertiary institutions to address the lingering problems

of ICT mismanagement and inadequate funding, through the provision of enabling environment for

e-learning and ICT to strive. Also intervention programmes such as scholarship awards to ICT-

based students, capacity building inform of awareness creation have been created because ICT can

strive without e-learning but e-learning cannot strive without ICT.

Gurmak et al. (2003) stressed that although advocates of traditional approaches to higher

education may argue that courses should be taught in fixed locations using somewhat rigid

organisational structures, the opinions of many writers suggest that eLearning methods will greatly

change future higher educational systems. In a developing country like ours (Nigeria), ICT and e-

learning will definitely be a blessing to the entire populace than a curse going by the rate of

technological advancement globally. The challenges the country (Nigeria) is facing in the area of

ICT and e-learning should be addressed to ameliorate the long-term effect ICT ignorance could

have on the entire populace.

2.0 ADVANTAGES OF E-LEARNING AND ICT

E-learning will be a blessing to Nigeria tertiary education if allowed to stay. Thus, according

to Volery (2000), online methods facilitate more effective education and offer significant advantages

over traditional teaching methods. This can be via full blown technological implementation or

limited technology based environments such as bulletin boards, virtual lectures and eLibraries.

McClelland (2001) contends that in e-Learning environments, lecturers can offer constant

educational support, as students are able to communicate with classmates and lecturers, visit web

sites and view course material regardless of their time and location. In order to maximize the

potential of e-learning teaching tools Holley (2000) advocates two methods to modify the learning
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process. Firstly, educational re-engineering that will revolutionise classroom practices and secondly

educational fortification that will improve the learning courseware through technology.

“E-Learning is fundamentally about learning and not about technology. Strategic

development of e-learning should be based on the needs and demands of learners and the quality of

their educational experience.”(Joint SFEFC/SHEFC e-Learning Group: Final Report 2003). Backed

by this statement the short and long term advantages of e-learning can strongly be felt in the area of

Distance Learning Services (DLS) being run by various tertiary institutions most notably the

National Open University of Nigeria (NOUN); a purely online learning programme affording many

to enroll in university courses in the comfort of their homes and convenience.

Despite the apparent advantages of e-learning teaching tools there appear to be certain

practical problems with regard to utilising these techniques in educational learning environments.

Teare (2000) explained that initially the process of teaching via e-Learning may demonstrate

features of educational enrichment but in reality e-Learning methods prove highly problematic.

Teare’s (2000) studies suggested that some students who participated in online learning

courses found the delivery of course content impractical and frustrating due to technological

failures. These findings imply that the problems with e-learning initiatives are not the value of the

delivery methods but the reliability of the technology supporting them. Volery (2000) identified that

university students who participated in Virtual lectures found the experience rewarding and rated

them as a valuable learning tool. However, nearly two thirds of the students in the class did not

participate fully because of technical problems i.e. frustrations in trying to connect and utilise the

networked systems. It seems that the teaching tools associated with e-learning may have the

potential to equip lecturers in higher education with flexible channels and a model for the delivery

of courses. (Teare 2000) opined that web based learning allows lecturers to disseminate up to date
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course content in relatively no time at all and students can complete courses just-in-time, giving

them the opportunity to apply knowledge in contemporary situations.

E-Learning courses can be structured and aligned with the requirements of today’s

workforce (Volery 2000). Also, teaching methods such as virtual lectures, sustain group interaction

whilst broadening the flexibility of communication between students, indicating that e-learning

teaching methods enhance student interaction and offer a flexible alternative to traditional time and

place constraints (Holley 2000). However, many authors debate eLearning programmes regarding

the reliability of technology versus the apparent advantages of learning delivery methods. Perhaps

the reported technological failures are simply teething problems in the early life of the eLearning

revolution and whilst there will always be fundamental problems integrating computers with

humans in education. Scott (2000) suggested the teaching techniques in e-learning offer lecturers

enhanced teaching tools that are capable of moving higher education into the information age.

The advantages of e-learning could be directly or indirectly felt by the user and the effect may

be either a short-term or long-term depending on the knowledge acquired or the mode of use. The

introduction of e-learning to Nigeria tertiary educational system would afford the students and the

instructors the following summarized direct and indirect opportunities;

i) Connectivity: E- learning would give access to information on a global scale a typical

example of this is the use of search engines such as google, yahoo, ask etc. to source for

contents in different areas of interest and access to uncountable Open Educational

Resources (OER).
ii) Flexibility: With the concept of Virtual classroom such as WizIq an integral aspect of

online E-learning platforms, learning can take place anytime, anywhere and at any pace.

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iii) Interactivity: Learning can take place on any platform such as Facebook forum, edublog,

Whatsapp and Modular Object Oriented Dynamic Learning Environment (MOODLE)

depending on the intended audience and learners.

iv) Collaboration: Discussion tools such as edublog, Wikis, PowerPoint make collaborative

learning go beyond classroom walls.

v) Extended opportunities: It is interesting today to know that e-content can reinforce and

extend classroom-based learning as can be seen in the use of Computer-Based Test

(CBT).
vi) Motivation: Learning should be made fun and social, this is achievable through the use

of multimedia platforms such as Screencast-O-Matic software, ISpring presenter

software, Power point etc.

vii) Reduced cost. The primary driver for most e-learning decisions involves an overall

reduction of cost, including reduced instructor costs, travel expenses, room rentals,

lodging and meals. The amount of time spent away from work for classroom training can

be significant and should be factored in the overall learning time compared to e-learning.

3.0 DISADVANTAGES OF E-LEARNING

Despite numerous gains the adoption of fully-fledged e-learning technology can bring to the

table, the dangers that are likely to be come into play are also numerous.

All learning modalities have their strengths and weaknesses. The phrase "know your

audience" is particularly applicable with the various forms of e-learning available today.

Summarized below are some of the threats e-learning could pose to Nigeria tertiary education;

i) Initial investment: The costs to develop content and establish an e-learning infrastructure

can be significant. When establishing an e-learning program, the overall lifespan of the

program will help calculate the amortized investment. The expenses may hit the ledger

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in Year One, although the e-learning program may have a lifespan that lasts several

years.
ii) Inappropriate content: The content must match the medium. Complex issues that require

hands-on learning may not fit the model. Alternatively, a blended model that

incorporates some e-learning with hands-on instruction may be more productive.

iii) Technology issues: As bandwidth and hardware costs continue to decrease, e-learning

becomes more relevant as a learning solution. Remote areas with limited bandwidth may

not be able to realize the benefits of e-learning. E-learning solutions must also fit the

broader technology requirements of a company; the e-learning solution should be

compatible with existing systems to reduce implementation costs and time.

iv) Diminished personal interaction: E-learning limits personal interaction and social cues.

Body language and other visual forms of communication are dramatically limited with e-

learning. Instructors may find it difficult to gauge a student’s comprehension of the

subject matter.
v) Employee acceptance: As more employees become familiar with digital communication,

acceptance for e-learning grows. Some employees, particularly those who are

technophobic, may feel uncomfortable with online training. Cultural issues may also

inhibit the use of technology for training.

vi) Motivation: E-learning, particularly asynchronous training, requires students to take the

initiative to start and complete the training. Some students may not be motivated to

allocate the time to learn; organizations may consider corporate mandates, such as

“conditions of employment,” or alternatively, rewards and incentives for completing the

task.
vii) Laziness and lackadaisical attitude of students: This is evident in the performance of

students in public examination whereby students prefer to pay a lot of attention to

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unimportant and trivial online details instead of focusing solely on their academic

pursuit.

CHALLENGES OF E-LEARNING IN NIGERIA TERTIARY EDUCATION

There is no doubt that e-learning would improve the current standards and methods of

teaching in Nigeria tertiary education. However, it should be pointed out that E-learning adoption

would undoubtedly pose great challenges to the instructors, students, education-managers,

government and other stake holders. These limitations should be thoroughly addressed before full

implementation of e-learning can be achieved in the tertiary education system.

These challenges are outlined below

i) There will be need to develop new ideas by the instructors and lecturers
ii) Inexperienced teachers are overwhelmed by classroom challenges such as lack of subject

matter knowledge, classroom management, and diverse student needs. Results from a

recent study on teachers new to the classroom suggest that these teachers may not have

sufficient pedagogical skills and knowledge in planning to integrate technology in their

lessons.
iii) Lack of teacher knowledge about how to use the technologies effectively was the most

frequently cited human-related barrier to adoption. The most often cited technology-

related barriers included student safety concerns and limited support systems, including

technology personnel.
iv) Effective e-learning institution-wide will also depend on initiatives supported and

implemented by senior managers.

v) Even when its potential advantages have been recognized, the question of how? When?

And where to implement e-learning in conjunction with established practice has still not

been fully explored?

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vi) To what extent does e-learning improve the process of knowledge acquisition, by

comparing this educational model with other models?

vii) What models of e-learning are in use and which ones give the best result.
viii) The initial start-up capital is huge

4.0 SOLUTIONS TO THE CHALLENGES

i) For any development to take place in any sector especially tertiary education a drastic

change in the obsolete and outdated method of teaching is required. The changes can

only happen if the concerned authority provide an enabling environment.

ii) With effective practice and conducive environment for instructors, curriculum

development can be integrated to e-learning for proper content delivery.

iii) Training and re-training of educators in tertiary institutions is vital to the sustenance of

e-learning, government and school administrators should train the trainers on the use and

adoption of e-learning technology.

iv) Investment should be made on the human resources available to prevent transfer of

knowledge to foreign land.

v) A standard, well spacious and equipped venues should be made available for e-learning

delivery system to function very well.

vi) Performance of students/learners can be assessed through comparison with conventional

method of presentation or training.

vii) Huge capital investment with good return is expected if e-learning is adopted in tertiary

education system.

5.0 REFERENCES

Angela R.B., (2013): Pedagogies to achieve sustainability Learning Outcomes in Civil and

Environmental Engineering Students, Sustainability, ISSN: 2071-1050, pp 4479-450.

David L., (2010): White paper on: The value of e-learning, published by International Business

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Machines Corporation IBM.

Effective learning with e-learning (2004): A good practice guide in designing for learning.

Available at www.jisc.ac.uk/elearning_pedagogy.html. Downloaded on 20th June, 2014

Gurmak S., O`Donoghue J., Worton H., (2003): A study into the effects of e-learning on Higher

Education, Journal of University Teaching and Learning Practice, University of Wolves

Hampton, pp 14-24.

Heather F., Steve K., Stephanie M., (2003): A handbook for Teaching and learning in Higher

Education, Enhancing Academic Practice, pp 85-98.

Holley, D. (2002): "Which room is the virtual seminar in please?” Education and Training, 44(3),

pp. 112-121.

Kolmas A., Holgaard J.E., (2006): Learning Styles of Science and Engineering Students in Problem

and Project Based Education, Journal of Engineering Education, University of Aalborg, pp

89-93.

McClelland, R., (2001): Web-based Administrative Support for University Students. The

International Journal of Educational Management, 15(6), pp. 292-303.

Mirjana R., (2010): Advantages and Disadvantages of E-learning in Comparison to Traditional

Learning Method, Annals of the University of Petroşani, Economics 2010 (10) 2, pp 289-

298.

Scott, T., (2000): The Wired Campus, Business Weekly, p. 102.

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Som N., (2006): E-learning: A Guidebook of Principle, Procedure and Practices, 2nd Revised

Edition. CEMCA 2006.

Teare, R., (2000): Modelling the Virtual University, The Journal of Workplace Learning, 12(3), pp.

111-123.

Volery, T., (2000): Critical success factors in online education. The International Journal of

Educational Management, 14(5), pp. 216-223.

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