Impact of Availability and Utilization of E-learning Technologies in Business Education Programs in Tertiary Institutions
Chapter One
Purpose of the Study
The main purpose of this study is to investigate the availability and utilization of e-learning technologies in relation to teaching and learning of business education programme of tertiary institutions in Delta State. Specifically, the study will:
- Determine the extent to which e-learning technologies are available for use in business education pogramme in tertiary institutions in Delta State.
- Determine the extent to which e-learning technologies are utilized in business education programme in tertiary institutions in Delta State.
To identify the major problems and constraints against the use of e-learning technologies for pedagogical application in business education programme of tertiary institutions in Delta State. - To determine strategies for improving the availability of e-learning technologies for teaching and learning of business education programme of tertiary institutions in Delta State.
- To determine strategies for improving the utilization of e-learning technologies in business education programme of tertiary institutions in Delta State.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
INTRODUCTION
The development of information technologies makes the increasingly wider application of multimedia in education possible. According to Tamas and Vauthier (1996), despite the high cost of the systems and their use, multi-media education builds on the basic principles of individual learning, interactivity and freedom of learning in terms of time space and pace. E-learning is defined by OECD (2011), as the use of ICT to enhance and support learning in tertiary institutions. They argued that e-learning covers a wide range of systems, from students using e-mail and accessing work on-line while following a course on campus to programmes offered entirely on-line. According to Stockley (2006), e-learning is the delivery of a learning training or education programme by electronic means. Stockley (2006) argued that e-learning involves the use of a computer or electronic device (for example, a mobile phone in some way to provide training, educational or learning materials). It also involves the use of internet; an intranet. CD – ROM and DVD can be used to provide learning materials. Bassey (2007) cited in Eteng and Ntui (2009) investigated the Nigerian graduating students’ access to e-learning technology in Universities in South-South Nigeria. Results of the survey indicate that the number of graduating students in Nigeria higher institutions who have access to elearning technology was negligible. Another survey was conducted by (Akuchie, 2008) in five universities in North Central Zone of Nigeria. The finding revealed that lecturers and students are not literate in the use of most aspects of information and communication technology (ICT). According to Akuchie, (2008), most e-learning facilities are not available in the universities and where they exist, they are either not functional or inadequate and lecturers and students do not employ ICT facilities for teaching and learning. Kamba (2009), writing on the problem of implementing e-learning technologies in Nigerian institutions, argued that investment and commitment to develop an e-learning application is very poor and below expectations in the institutions. Evarest and Laura (2011), in their study on learning electronically in Nigerian universities, revealed that the e-learning facilities were inadequate and students’ access to these facilities is very negligible. They also revealed some inhibitors to the use of e-learning facilities which include power outages, obsolete e-learning facilities, lack of skilled manpower and poor infrastructure and recommended that government should show more political-will by increasing the financial resources available to the universities especially in the area of e-learning facilities which is capital intensive, among others.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine impact of availability and utilization of e-learning technologies in business education programs in tertiary institutions. business education programme in tertiary institutions in Delta State form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Impact of availability and utilization of e-learning technologies in business education programs in tertiary institutions. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing impact of availability and utilization of e-learning technologies in business education programs in tertiary institutions
Summary
This study was on impact of availability and utilization of e-learning technologies in business education programs in tertiary institutions. Five objectives were raised which included: Determine the extent to which e-learning technologies are available for use in business education pogramme in tertiary institutions in Delta State, determine the extent to which e-learning technologies are utilized in business education programme in tertiary institutions in Delta State, to identify the major problems and constraints against the use of e-learning technologies for pedagogical application in business education programme of tertiary institutions in Delta State, to determine strategies for improving the availability of e-learning technologies for teaching and learning of business education programme of tertiary institutions in Delta State and to determine strategies for improving the utilization of e-learning technologies in business education programme of tertiary institutions in Delta State. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from business education programme of tertiary institutions in Delta State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Information Communication Technology (ICT) facilities are very important for teaching and learning of Business education in this 21st century due to changes in technology. This is to inculcate in Business IC T skills and knowledge needed in the world of work. Unfortunately, most of the identified ICT resources needed for teaching and learning of Business educations are not available and those available are not being fully utilized in teaching and learning of Business education. There are many challenges facing the utilization of ICT recourse sin teaching and learning of Business education. It was concluded based on the findings that Business education will graduate, without acquiring ICT skills that will give them competitive advantage in the world of work since ICT resources are not available and utilized in teaching Business Education courses in Delta State
Recommendation
Based on the findings of the study the researchers made the following recommendations:
- Required ICT facilities should be made available to colleges of education in Enugu state by the state and local Governments, and alumina of colleges of education. Corporate bodies and Philanthropists in the communities, where all the colleges of education are located
- Business education lecturers should engage themselves in continuous training in ICT resources to equip themselves with ICT skills to enable them use the available ICT resources in teaching their students.
- Parents Teachers Association (PTA) of colleges of education should also help in acquiring ICT facilities for the institution.
- Adequate use and management of available ICT facilities should be ensured by the heads of department of Business education as well as lecturers.
- State government should provide adequate fund for Business education program to enable it procure the necessary relevant ICT recourse.
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