Introduction
Problem statement
Literature review
The concept of e-learning
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presentation, exhibition and the execution of information utilizing efficiency devices;
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use of educational modules – particular applications, for example, instructive games, drills and practice, simulations, instructional exercises, virtual lab perceptions and illustrations, representations of unique ideas, musical piece and master frameworks; and
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use of information and assets on CD-Rom, online reference book, intuitive maps and chart books, electronic diaries and different references.However, the socio-economic potentials of the teaching methodology of e-learning precipitate its fast adoption especially in the western world, where many HEIs see e-learning programmes as cash-cow venture. In addition, as the teaching landscape is changing rapidly because of the rise in technology in the twenty-first century and the integration of technologies into the society coupled with access to the internet, the way teaching is carried out in HEIs has changed especially in the western world. Blended learning technique (the combination of frequently eLearning and traditional face-to-face learning) has been adopted in HEIs. This approach guarantees that the learner is involved in driving his or her individual learning experience. This method assists and caters for individual needs of the learner than the traditional classroom teaching experience because most students have unique learning styles. However, this approach is yet to be predominant in Nigeria.
E-learning adoption in Nigerian institutions
E-learning adoption in private HEIs
Methodology
Interview participants | College | Organizational status |
---|---|---|
A1 | CAS | LECTURER II |
A2 | CBS | LECTURER II |
A3 | CAS | SENIOR LECTURER |
A4 | CSE | LECTURER II |
A5 | CSE | ASSITANT LECTURER |
A6 | CAS | PROFESSOR |
A7 | CAS | LETURER I |
A8 | CBS | LECTURER II |
A9 | CSE | LECTURER I |
A10 | CAS | ASSITANT LECTURER |
A11 | CBS | LECTURER II |
A12 | CBS | ASSITANT LETURER |
A13 | CSE | LECTURER II |
A14 | CBS | ASSISTANT LECTURER |
A15 | CSE | LECTURER II |
Data analysis
Codes | Definition | Description |
---|---|---|
Adequate e-learning facilities | ||
Availability of e-learning facilities in use | The capacity of e-learning facilities to be accessible and adequate for use | This is indicated when respondents mention that there are quite a number of e-learning facilities available in M University. |
Adequate e-learning facilities in use | Satisfactory use of e-learning facilities in delivering lectures | This is indicated when respondents mention that the e-learning facilities are adequate in delivering lectures to students |
Utilization of e-learning facilities | ||
Utilization of e-learning facilities | Average utilisation of e-learning facilities | This is indicated when respondents mention that e-learning facilities are to some extent used by lecturers. |
Codes | Definition | Description |
---|---|---|
‘Ease of use of e-learning adoption facilities | ||
At ease in the use of e-learning facilities | The utilization of e-learning facilities when delivering lectures to students is encouraging | This is indicated when respondents mention that the use of e-learning facilities is encouraging |
User friendly | E-learning facilities are simple to use | This is indicated when respondents mention that e-learning facilities are simple to use |
Significant improvement | E-learning facilities has made weighty progress in improving lecturing performance | This is indicated when lecturers attested to the fact that their teaching performance has improved significantly |
Preference of e-learning over ‘face to face’ method vs preference of ‘face to face’ over e-learning over method | ||
E-learning supports ‘face to face’ method | E-learning compliments ‘face to face’ | This is indicated when respondents mention that e-learning compliments each other |
‘Face to face’ method preferred over e-learning method | Face to face method is chosen over e-learning method | This is indicated when respondent mention that they prefer ‘face to face’ method over e-learning method |
Codes | Definition | Description |
---|---|---|
Major factors inhibiting the adoption of e-learning facilities | ||
Attitudes of users | The attitudes of the users affect e-learning adoption | This is indicated when respondents identifies attitudes of users as a limiting factor in adoption of e-learning |
Inadequate internet facility | Poor internet service affects e-learning adoption | This is indicated when respondents mention that inadequate internet access affects e-learning adoption |
Inadequate training of users | Insufficient training of users affects e-learning adoption | This is indicated when respondents mention that inadequate training of users inhibits e-learning adoption |
General guide for generating code
Verification
Areas of the study | Reliability | |
---|---|---|
Judge 1 | Judge 2 | |
Adequate and utilisation of e-learning Facilities and lecturers level of utilisation |
Adequate e-learning facilities in M-University
| |
(0.883) 88.3% | (0.889) 88.9% | |
Utilization of e-learning facilities
| ||
(0.917) 91.7% | (0.95) 95% | |
Preference and ease of e-learning adoption |
Comfortable using e-learning
| |
(0.88) 88% | (0.79) 79% | |
Preference of e-learning
| ||
(0.82) 82% | (0.75) 75% | |
Key factors inhibiting the adoption of e-learning facilities |
Factors inhibiting the adoption of e-learning
| |
(0.95) 95% | (0.88) 88% |
Findings and discussion
Code | Themes | Total Supporting Cases | |
---|---|---|---|
Availability/ Adequate of e-learning facilities in use
| Availability of sufficient e-learning facilities for usage | A1, A2, A3, A4, A5, A6, A7, A8, A9, A10, A11, A12, A13, A14, A15 | 15/15 |
Adequate e-learning facilities for use | A1, A4, A5, A6, A7, A10, A12, A13, A14, A15 | 10/15 | |
Utilization of e-learning facilities by M University lecturers
| Average utilization | A2, A5, A6, A7, A9, A11, A12, A13, A14 | 9/15 |
Preference and ease of e-learning adoption | |||
Ease in the use of e-learning facilities
| At ease in using e-learning facility | A1, A2, A3, A4, A6, A7, A8, A10, A13, A15 | 10/15 |
User friendly | A1, A2, A4, A5, A7, A8, A9, A10, A11, A12, A14, A15 | 15/15 | |
Significant improvement | A1, A2, A3, A4, A5, A6, A7, A8, A9, A10, A11, A12, A13, A14, A15 | 15/15 | |
Preference of e-learning over ‘face to face’ method
| E-learning supports ‘face to face’ method | A3, A4, A7, A9, A10, A14 | 6/15 |
‘Face to face’ method preferred over e-learning method | A5, A6, A8, A11, A12, A13 | 6/15 | |
Major factors inhibiting the adoption of e-learning facilities | |||
Codes | Total Supporting Cases | ||
Inhibiting factors
| Attitudes of users | A1, A7, A9, A10, A11, A12, A15 | 7/15 |
Inadequate internet facility | A1, A2, A4, A8, A9, A11,A14 | 7/15 | |
Inadequate training of users | A3, A6, A7, A8, A10, A13, A14 | 7/15 |
Codes | Themes | Sample supporting evidences |
---|---|---|
Adequate e-learning facilities in M University
| Availability of sufficient e-learning facilities in use | “It is expected of every lecturer in M University to deliver their lectures through the power point” (A1) “Each department has its own website… they also have a platform for the e-learning… we also have laptops to aid our typing, and projector”. (A12) |
Adequate e-learning facilities in use | “We have enough… New facilities shouldn’t be introduced at the moment except for the consistence of the internet, then accessing of the e-book”. (A1) “Very adequate noting should be added because we have not even utilized fully the ones that we have”. (A12) | |
Utilization of e-learning facilities by M University lecturers
| Average utilization | “I would say we use it on the average”. (A2) “Averagely used”. (A9) |
Codes | Themes | Sample supporting evidences |
---|---|---|
Ease in the use of e-learning facilities
| At ease in using e-learning facilities | “Whenever I use it I feel comfortable”. (A2) “Absolutely comfortable”. (A4) |
User friendly | “Yes they are. The ones our university have”. (A1) “It is very simple to use”. (A15) | |
Significant improvement | “Yes. It makes the class more interesting to the students”. (A1) “Yes because students can access lecture material e.g. video clips after lectures”. (A11) | |
Preference of e-learning over ‘face to face’ method
| E-learning supports ‘face to face’ method | “E-learning cannot be a substitute it is a support”. (A3) “I can’t substitute face to face to e-learning. E-learning supports face-to-face”. (A7) |
‘Face to face’ method preferred over e-learning method | “No because one may not be able to notice a confused student”. (A11) “I prefer ‘face-to-face because its real and then you would have the opportunity to really look into the demining of the students”. (A12) |
Codes | Themes | Sample supporting evidences |
---|---|---|
Inhibiting factors | Attitudes of the users | “Personal attitude. Some people are not used to it and they don’t want to change. Students’ attitude too. You send some things to them through mail or you give assignments they don’t access”. (A1) “Laziness, the ‘I don’t care’ attitude displayed by students and some staff”. (A7) We don’t care because the University do not seek our opinion before buying(A8) |
Inadequate internet facility | “Fluctuation in the internet”. (A1) “Sometimes the internet access is poor making it difficult to access some e-learning platforms”. (A2) | |
Inadequate training | “Lack of know-how and we are still new to some”. (A6) “Lack of adequate training”. (A7) |
Availability of e-learning facilities
(A1). Similarly, participants: A2, A3 and A7 made similar statements.“It is expected of every lecturer in M-University to deliver their lectures through the power point… then you know we have the e-learning platform on the M-University portal…”