CHAPTER
ONE
INTRODUCTION
This
is proposal of a research project which is aimed at studying the challenges and
prospects of e-education in Nigeria using the National Open University, Benin
City center as a case study. This project proposal will contain the background
of study, statement of problem, objectives of study, research questions,
research hypothesis, significance of study, literature review, methodology,
scope and limitations of study.
1.1 BACKGROUND OF STUDY
It
is a widely accepted fact that technology enhanced system of education,
including distance and online instructions, is the known viable instrument
necessary for preparing students to participate in the computer-driven teaching
and learning activity. The concepts computer-aided teaching and computer-aided
learning have given birth to computer-aided instruction, and all combined
together to form the basis of e-education. Moreover, access to instruction
through the internet is flexible, ensures broad viability and availability of
educational opportunities. It is cost effective system of passing instruction
to students and learning materials can be accessed irrespective of time and
space. The use of Information and Communications Technologies (ICT) in
education has become more and more popular globally.
E-education
according to Craige (2007) is the computer and network enabled transfer of
skills and knowledge for the diffusion of innovative teaching and learning.
E-education according to Rosenberg is the process by which people acquire
skills or knowledge for the purpose of enhancing their performance through the
internet or intranet and multimedia which leads to reinforced learning by means
of video, audio, quizzes and other forms of interaction. Ahmad (2012)
maintained that e-education is all about learning with the use of technologies
presumably computers and other modern day tools such as phones. E-education
involves the use of electronic technology to deliver lessons and teachings, to
monitor students’ performance and to report the students’ progress. Hedge and
Hayward (2004) view it as an innovative approach for delivering electronically
mediated, well-designed, learner-centered and interactive learning and teaching
environments to anyone, at any place, at anytime. Its success is mainly based
on its benefits and distinctive features; it is easily accessible, cost
efficient, gives students the flexibility of learning, it helps provide uniform
delivery to all users reducing chances of misinterpretations, as well as
promoting team learning and collaboration. Information technology application
to education is being deployed all over the world in varying modes from sector
to sector; these range from basic e-education or distant learning to the use of
small device such as mobile phones.
Education
has shifted from the traditional form of education towards new methods of
teaching and learning through the explosion of Information and Communication
Technologies (ICT). The continuous advances in information technology have
enabled the realization of a more distributed structure of knowledge transfer
through the development of e-education. The developing countries have embraced
Information and Communications Technologoies and consequently e-education so as
to keep pace with unimaginable speed in the area of technology. The use of Information
and Communications Technologies in Nigeria and African countries generally is
increasing and dramatically growing.
Classroom
and digital collaboration where contents is delivered via the internet,
intranet and extranet, audio and or video tapes, satellite TV and CD-ROM are
the specification for e-education (Arbaugh, 2000). In Nigeria using National
Open University of Nigeria Benin City center as a case study, the commonest
type of e-education adopted is in form of lectures note on internet which can be
played as at when the students desires. The challenge of this method is
unavailability of internet facilities and it is also un-interactive in nature
as compared to when lectures are been received in the classroom. Most
e-students in Nigeria go to the cyber cafe 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-education 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-education. The number seems very low
(compared to other parts of the world and the usefulness of the e-education in
the economy development) because of location of most institutions, bandwidth
issue and mostly the challenge of electricity. Although most educational
institutions (private and public) have started setting up their Information and
Communications Technologies centers for internet services alone without
actually taking into consideration other components of e-education centre. The
greatest success of e-education in Nigeria is the establishment of National
Open University of Nigeria (NOUN) (an online and distance learning federal
university in Nigeria) on which this study is based.
The
National Open University of Nigeria (NOUN), was established in July, 1983, by
an Act of the National Assembly (as the first distance learning and teaching
which are the basis of education in tertiary institution) in Nigeria when it
became crystal clear to the then 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 the 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
Information and Communications Technologies which have revolutionalized the
techniques and methods of instructional deliveries in the distance education
mode necessitated the reactivation of the suspended NOUN Act of 1983 in 2002.
This paved the way for the resuscitation of the NOUN. Keegan (1998) once said
of Online-education as being “Characterized by the separation of teachers and
learners which distinguishes it from self study and private tutoring, the use
of a computer network to present or distribute some educational content, the
provision of two-ways communication via a computer network so that students may
benefit from communication with each other, teachers, and staff ”, linking it
with the description of e-education which Arbaugh, (2000) stated that “
e-education implies the abilities of people to use information technology and
the internet to learn and teach, improve
their teaching and learning skills and strengthen their capabilities in the
information society ”.
The
emergence and proliferation of new information and communication technologies
(ICT), had introduced an unstoppable revolution into education particularly in
the areas of teaching and learning. The Internet and the web have further
raised the revolutionary tempo especially through the enhancement of
e-education. For most open and distance education providers, e-education had
added another dimension to the issue of access. While Open and Distance
Learning, ODL, itself is hailed by nations as bailing them out of the problem
of providing access to education to the masses, e-education is further
extending the frontiers by further removing distance from education and helping
individuals who can, to access education anywhere, anytime, at their own pace
and at any place. E-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 and teaching 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
education. It is important to bear this in mind that E-education 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 co-hosted by the Commonwealth of
Learning, COL, and the Nigerian Federal Government, the years 2001–2010 were
declared a decade of opening distance educational centers 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).
E-education which is basically the use of Information and Communication
Technologies (ICTs) to enhance and support all learning, teaching and research
activities in Nigeria(Eteng and Ntui, 2009). It was clear in the mind of the
planner’s right from the beginning that e-education would play a major role in
the teaching and learning delivery system of the university.
The
National Policy on education (FRN, 2004) places emphasis on the provision and
utilization of Information and Communication (ICT) when it states that “In
recognition of the prominent roles of information and communication technology
in advancing knowledge and skills necessary for effective functioning in the
modern world, there is urgent need to integrate Information and Communication
Technology (ICT) into education in Nigeria”. Educational institutions are
getting more interested in improving their program with ICT tools and
applications to introduce flexibility in the teaching and learning process.
1.2 STATEMENT OF PROBLEM
The
call for utilization of e-education in various educational sectors / unit on
instructional delivery is to infuse and inject efficiency and effectiveness in
curriculum implementation. However, in developing countries like Nigeria,
e-learning is challenged with the problem of material devices such as computer,
computer laboratories, internet and email facilities, videophone systems and
teleconferencing devices, fax and wireless applications, digital library,
digital classrooms, multimedia systems and the problem of multimedia courseware
development among others. Other studies indicates that there is dearth of
professional trained and skilled teachers and professionals for e-education,
lack of facilities, infrastructures and equipments (Jegede and Owolabi, 2008).
It is against this study determine the extent of various challenges facing
e-education as well as to examine its prospects and benefits to the education
industry if well utilized in Nigeria using National Open University, Benin City
Center as a case study.
1.3 OBJECTIVES OF STUDY
The
general purpose of this study is to analyze the challenges and prospects of
e-education in Nigeria using National Open University, Benin City Center as a
case study. The specific objectives are to;
1.
To identify the challenges of
e-education in National Open University of Nigeria, Benin City center
2.
To analyze the prospects of
e-education in National Open University of Nigeria, Benin City center
3.
To examine the effectiveness of
e-education in National Open University of Nigeria, Benin City center
4.
To examine the adequacy of
instructional materials for e-education in National Open University of Nigeria,
Benin City center
1.4 RESEARCH QUESTIONS
In
trying to find solutions to specific problems arising from challenges and
prospects of e-education in National Open University of Nigeria, Benin city
center, the following research questions were asked.
1.
What are the challenges of e-education
in National Open University of Nigeria, Benin City center?
2.
What are the prospects of e-education
in National Open University of Nigeria, Benin City center?
3.
What is the effectiveness of
e-education in National Open University of Nigeria, Benin City center?
4.
What is the adequacy of instructional
materials for e-education in National Open University of Nigeria, Benin City
center?
1.5 RESEARCH HYPOTHESES
H01:
There are no significant challenges of E-education in National Open University
of Nigeria, Benin City center.
H02:
There are no significant prospects in E-education in National Open University
of Nigeria, Benin City center.
1.6 SIGNIFICANCE OF STUDY
The
outcome of this study will provide a diagnostics basis for solving problems on
challenges facing e-education as well as knowing the prospects of e-education
in Nigerian university education especially in the distant learning system.
It
might also help to change the altitude of students as well as
teachers/lecturers towards e-education since the results of this study must
have educated on the challenges and prospects of e-education.
Also,
it will reveal the role of Government to the development of e-education through
the provision of e-education equipments as manifested in the results showing
the level of effectiveness and adequacy of e-education instructional resources
in distant learning universities in Nigeria.
REFERENCES
Jegede,
P.O. & Owolabi, A.J. (2003). Computer education in Nigerian secondary
schools: Gaps between policy and practice. Meridian: A Middle School Technology
Journal, 6 (2) 1-11
N.
Hedge, and L. Hayward, “Redefining roles. University e-learning contributing to
Life-long learning in a networked world”. E-Learning, Journal of the Nigerian
cartography Association. 771, (2004), 128 – 145.
S.
A. Ahmad, “Essentialities for e-learning: the Nigerian tertiary Institutions in
question”: Academic Research International. 2 (2), (2012), pp 286 – 219.
W.
Craig, Overview of the e-learning capital programme, http://www.jisc.ac.uk/media/documents/programmes/capital/elearningprograme_craigwentworth.pdf
(2007).
Aduke,
A. F., (2008). Usage and challenges of information and technology (ICT) in
teaching and learning in Nigerian universities. Asian Journal of Information
Technology, 7(7), 290-295.
Ajadi
T.O., Salawu, I.O. and Adeoye, F.A., (2008). E-learning and distance Education
in Nigeria. The Turkish Online Journal of Educational Technology, 7(4), Article
7.
T.S
Datuk, and A. Ali, Issues & challenges in implementing e-learning in
Malaysia: Open University Malaysia. (2012), Copyright © UNITEM Sdn. Bh.