CHALLENGES AND PROSPECTS OF E-LEARNING AT THE NATIONAL OPEN UNIVERSITY OF NIGERIA ABUJA
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
E-learning is the use of ICTs (Information and Communication Technology) to improve and assist the teaching and learning process. E-learning can refer to anything from how students use email to how they access course material online while taking a class on campus to fully online programs. Higher education has been transformed in many ways by advances in ICT, including increased access to postsecondary education, improved availability of educational resources, facilitating meaningful interaction among learners, modernizing an outdated educational system to better prepare students and the average citizen for the information age, and accelerating national development efforts. Many aspects of society, including education, have been influenced by information and communication technologies (ICTs).
The application of ICTs in the form of
In higher education, e-learning is already transforming teaching and learning processes. Because of a variety of pedagogical and economic factors, higher education institutions have adopted e-learning. Some of these include increased information access, communication, synchronous learning, cooperation and collaboration, cost-effectiveness (e.g., by reaching a larger number of students), and pedagogical improvement through simulations, virtual experiences, and graphic representations. Both trainers and students can choose more relevant applications that are more flexible in terms of time and location, customized, reusable, domain-specific, and cost-effective (Adomi, 2005; Fisser, 2001; Pelliccione, 2001; Olabode, Marlien, & Jacobs et al, 2005; Bruno, 2007). The use of information and communication technology (ICT) to improve and/or assist learning in higher education is known as e-learning.
This, on the other hand, covers a wide range.
systems, ranging from students using e-mail and accessing course materials online while taking a class on campus to fully online programs. Elearning can take many forms; for example, a campus-based university may offer Elearning courses that are linked to the Internet or another online network (Lorrain et al, 2007). E-learning includes personalized learning as well as classroom training and teaching. A variety of terms have been used to define the phrase “online learning” (Lorrain et al., 2007; Oye 2011).
Computers and ICT were first used in the classroom to supplement traditional teaching methods. As more computers became available, several pioneering schools and institutions began to investigate and investigate the concept and practice of online classrooms. E-learning is the application of information and communication technologies to education.
(ICTs) to enhance and support the teaching and learning process. It allows for the efficient transmission of information, regardless of subject matter, anywhere and at any time, and opens up a world of learning that was previously unavailable in most parts of the world. At the same time, e-learning provides learners with the information technology knowledge and skills they need to thrive in today’s global knowledge economy.
According to Ajadi et al. (2008) and Olaniyi (2006), the most common type of e-learning used in Nigerian schools is in the form of lecture notes on CD-ROM, which students can play whenever they want. They stated that while some universities have adopted the use of intranet facilities, this is not being effectively maintained due to power outages and the like.
Generator maintenance is an expensive expense. The majority of Nigerian students access the Internet through a cyber café. Despite these and other challenges, e-learning facilities are available at the University of Ibadan, Obafemi Awolowo University, University of Benin, University of Abuja, University of Lagos, and the National Open University of Nigeria (NOUN), among others. This figure may appear low (in comparison to other regions of the world and the economic value of e-learning), but it is due to the location of most institutions, bandwidth challenges, and, most importantly, the electrical supply dilemma. Despite the fact that most educational institutions (both private and public) have begun to establish ICT centers solely for Internet services, without taking into account the other components of an e-learning center (Ajadi et al., 2008).
1.2 STATEMENT OF THE PROBLEM
Higher education has been transformed in many ways by advances in ICT, including increased access to postsecondary education, improved availability of educational resources, facilitating meaningful interaction among learners, modernizing an outdated educational system to better prepare students and the average citizen for the information age, and accelerating national development efforts. Many aspects of society, including education, have been influenced by information and communication technologies (ICTs).
Despite the fact that the modern era encourages the use of e-learning facilities to further individuals’ education, it is still overlooked in some schools. Schools ignore these e-learning methods and continue to use archaic methods of imparting knowledge on students, limiting graduates’ opportunities in a rapidly changing world.
They were not exposed in school to e-learning or any other knowledge pertaining to the use of modern learning methods.
1.3 OBJECTIVES OF THE STUDY
The primary goal of this research is to examine the challenges and opportunities of e-learning at the National Open University of Nigeria in Abuja. As a result, the following goals;
1. Determine whether students understand how to use e-learning facilities.
2. To ascertain whether the National Open University of Nigeria has sufficient e-learning facilities and equipment.
3. Determine whether the lecturers are also familiar with the use of e-learning facilities.
4. To identify the various challenges that NOUN faces when using e-learning facilities.
1.4 RESEARCH QUESTIONS
These questions guide this study;
1. Do students really
have you used e-learning facilities before?
2. Is there an adequate supply of e-learning facilities and equipment at the National Open University of Nigeria?
3. Do lecturers understand how to use e-learning resources?
4. What are the various challenges that NOUN faces when using e-learning resources?
1.5 THE IMPORTANCE OF THE STUDY
This study will be useful to other researchers who want to broaden their research scope and conduct a study at a different university. It will also benefit the National Open University of Nigeria by providing the necessary information about the use of e-learning facilities and the various challenges that face the proper implementation of e-learning in the university, allowing the university to take the necessary actions.
1.6 THE STUDY’S OBJECTIVE
This research will only look at the National Open University of Nigeria and the various challenges it faces in implementing e-learning facilities.
1.7 THE STUDY’S LIMITATIONS
The only limitation encountered by the researcher during the course of this study was a lack of time.
1.8 DEFINITIONS OF TERMS
1. CHALLENGES: In this study, it simply refers to the various internal and external obstacles that prevent the smooth operation of University programs.
2. E-LEARNING: learning through electronic media, most commonly the internet.
3. PROSPECTS: the likelihood or possibility of a future event occurring
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