Abstract
This assessed the dimensions of e-learning of Technical and Vocational Education and (TVET) in South East Universities of Nigeria. The study adopted a survey research design.
The population for the study is comprised of 112 TVET in all the Federal and State in the South-East Zone of Nigeria that offer TVET programme. Eight research questions and four hypotheses formulated to guide the study.
A structured questionnaire titled extent of utilization of the dimensions of e-learning resources by TVET lecturers for effective instructional delivery in Federal and State Universities in the South East developed from the literature reviewed in this study was utilized for collecting data for the study.
The research questions were analyzed using mean and standard deviation while hypotheses one three and four were tested at 0.05 level of significance using Analysis of Variance (ANOVA) statistics whereas hypotheses two was tested at 0.05 level of significance using t-test statistics.
The findings revealed that the extent to which TVET lectures utilize the institutional, management, technological, interface, resource support and evaluation dimensions of e-learning resource for teaching and learning in South-East Universities is very low.
The study also showed that TVET lecturers do not utilize the pedagogical and ethical dimensions of e-learning resources at all in teaching and learning in South-East Universities.
Results equally showed that there is no significant difference in the mean responses of male and female TVET Lecturers on the extent of utilization of the technological dimension of e-learning resources for effective teaching in Nigerian Universities.
Introduction
Background of Study
The world today is technology-driven and has resulted to rapid change in virtually all dimensions of life. In education for example, the use of Internet has become an integral part of teaching and learning strategies in many countries of the world including Nigeria.
According to Liverpool and Oti (2011), advances in Information and Communication Technology (ICT) have revolutionized higher education in many ways.
For example, it has increased access to post- secondary instruction by improving the availability of educational resources and facilitating meaningful interaction among learners.
Information and Communication Technology (ICT) generally relates to those technologies that are used for accessing, gathering, manipulating and presenting or communicating information (Toomey, 2002).
The aspect of ICT that brought about this revolution in students’ learning is e-learning. The recent development in ICT and internet operation has led to the introduction of e-learning or electronic into the educational system (Agboeze & Agboeze, 2012).
Electronic learning (e-learning), according to Hedge and Hayward (2004), is a ground- breaking approach for delivering electronically mediated, well-designed, learner-centered and interactive learning environments to anyone, anyplace and anytime by utilizing the internet and digital technologies in consonance with instructional design principles.
Davis, Ramsay, Lindfield and Coupertwaite (2005) defined e-learning as the use of online strategies in which students learn with and from each other without the immediate intervention of the teacher. E-learning is an alternative method of delivering and receiving education and training.
References
Agboeze, M.U. and Agboeze, M.N. (2012). E-learning as a strategy for effective implementation of adult education programmes in Nigeria. Institute of Education Journal, University of Nigeria, Nsukka. 23 (1),40 – 49
Alam, M.J.B.I, Kabir, S.M.L.I, & Elizabeth, H. (2003), e-Learning in Bangladesh: implementation and evaluation. A Pilot Project.
Alexandrou, M. (2012). Definition of CPU. Retrieved from http://infolific.com/technology/definitions/computer-dictionary/cpu/
Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Athabasca, Canada: Creative Commons: Athabasca University
Amkombe, A. (2000). Technical Vocational Education and Training as a Tool forSustainable Development. http:/www.wikieducator.org.images/b/b3/pid431.PDF
Anastasiades, P. & Retalis, S. (2001). The educational process in the emerging information society: Conditions for the reversal of the linear model of education and the development of an open type hybrid leaning environment. Proceedings of ED-MEDIA 2001, Tampere, Finland, June 25-30, 43-50.
Agboeze, M.U. and Agboeze, M.N. (2012). E-learning as a strategy for effective implementation of adult education programmes in Nigeria. Institute of Education Journal, University of Nigeria, Nsukka. 23 (1),40 – 49
Alam, M.J.B.I, Kabir, S.M.L.I, & Elizabeth, H. (2003), e-Learning in Bangladesh: implementation and evaluation. A Pilot Project.Alexandrou, M. (2012). Definition of CPU. Retrieved from http://infolific.com/technology/definitions/computer-dictionary/cpu/
Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Athabasca, Canada: Creative Commons: Athabasca University
Amkombe, A. (2000). Technical Vocational Education and Training as a Tool forSustainable Development. http:/www.wikieducator.org.images/b/b3/pid431.PDF
Anastasiades, P. & Retalis, S. (2001). The educational process in the emerging information society: Conditions for the reversal of the linear model of education and the development of an open type hybrid leaning environment. Proceedings of ED-MEDIA 2001, Tampere, Finland, June 25-30, 43-50.
StudentsandScholarship Team
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