– Development and Validation of an Electronic Learning (e- learning) Programme for the Digital Empowerment of Students in South-East, Nigeria –
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ABSTRACT
This study developed an e-learning programme for digital empowerment of university students in South-East, Nigeria. Specifically, the study sought to identify: the objectives of e-learning programme.
The content of e-learning training programme, the instructional methods to be used in e-learning programme, learning experience required to enhance learning in e-learning programme, activities to be used for evaluating the students in e- learning programme.
A draft e-learning programme was developed and validated. Five research questions and five hypotheses tested at 0.05 level of significance, guided the study. The study adopted the Research and Development (R and D) design.
The study was carried out in five phases as follows: Phase 1: Determination of the needed e-learning skills, knowledge and attitude by students. Phase II: Determination of the components of e-learning programme to be developed.
Phase III: Development of the draft e-learning programme. Phase IV: Validation of the draft e-learning programme. Phase V: Revision of the draft e- learning programme. The study was conducted in the South-East of Nigeria. The population was made up of 251 respondents as follows: 187 Lecturers and 64 instructors.
The entire population was surveyed for the study because of its manageable size. Three instruments were developed and used for data collection, namely, the needs assessment questionnaire (NAQ), the e-learning Programme Questionnaire (EPQ) and the focus group discussion guide (FGDG).
The EPQ was face validated by five experts from the University of Nigeria, Nsukka. Cronbach alpha reliability coefficient index was used to determine the internal consistency of the instrument and it yielded an overall coefficient of אּ = 0.919.
The draft of the developed e-learning programme was validated by a focus group made up of thirteen experts, namely two Computer education lecturers, five Computer science lecturers, three instructors and three curriculum experts. Mean and Standard deviation were used to analyze the data collected on the research questions.
For null hypothesis, the t-test was used to determine significant differences. The findings include: ten items on objectives of e- learning programme, fifty seven items on content of e-learning programme, twenty items on methods on instruction, fifteen items on learning experience and seven items on evaluation activities of e-learning.
Based on the findings, it was recommended among others that (1) the Federal, state governments and individuals should help package the identified e-learning programme for students for the training of graduates for employment in computer trades. (2)
There should be provision by the government and relevant agencies to provide a framework for regular up-skilling of computer lecturers in order to keep updating the required skills and competencies for instructional delivery in the e-learning programme.
Adequate human and instructional materials should be made available by the government and other stakeholders for effective integration of the e-learning programme into the curriculum of computer studies in Nigerian universities.
TABLE OF CONTENTS
Title Page – – – – – – – – – – ii
Approval Page- – – – – – – – – – iii
Certification- – – – – – – – – – – iv
Dedication – – – – – – – – – – v
Acknowledgement – – – – – – – – – vi
Table of Contents – – – – – – – – – vii
List of Tables – – – – – – – – – – xi
List of Figures – – – – – – – – – – xii
Abstract – – – – – – – – – – xiii
CHAPTER 1: INTRODUCTION – – – – – – – 1
Background of the Study – – – – – – – – – 1
Statement of the Problem – – – – – – – – – 9
Purpose of the Study – – – – – – – – – 10
Significant of the Study – – – – – – – – – 11
Research Questions – – – – – – – – – – 13
Hypotheses – – – – – – – – – – – 13
Scope of the Study – – – – – – – – – – 14
CHAPTER II: REVIEW OF RELATED LITERATURE – – – – 15
Conceptual Framework – – – – – – – – 15
Performance Objectives of e-learning Programme – – – – – 27
Content of e-learning (knowledge and skills) – – – – – – 30
Instructional Methods/Models for Suitable Delivery on e-learning Programme- – 39
Learning Experience – – – – – – – – – 52
The Methods of Evaluation Activities in the e-learning Progamme- – – – 57
Theoretical Framework – – – – – – – – – 64
e-learning theories- – – – – – – – – 65
Nicholas’s ten Hypotheses or fundamental principles- – – – – 65
Curriculum Development Theories- – – – – – – – 66
Tyler’s four-step Model- – – – – – – – – 67
Tyler’s Curriculum Model- – – – – – – – – 67
Nichols and Nichols Model- – – – – – – – – 68
Related Empirical Studies – – – – – – – – – 69
Summary of literature reviewed – – – – – – – – 74
CHAPTER III: METHODOLOGY – – – – – – – 76
Design of the Study – – – – – – – – – – 76
Area of the Study – – – – – – – – – – 78
Population for the study- – – – – – – – – 78
Instrument for Data Collection – – – – – – – – 81
Validation of Instrument – – – – – – – – – 82
Reliability of the Instrument – – – – – – – – 83
Method of Data Collection – – – – – – – – – 83
Method of Data Analysis – – – – – – – – – 84
CHAPTER IV: DATA PRESENTATION AND ANALYSIS- – – – 85
Research Question 1 – – – – – – – – – 86
Research Question 2 – – – – – – – – – 86
Research Question 3 – – – – – – – – – 91
Research Question 4 – – – – – – – – – 93
Research Question 5 – – – – – – – – – 94
Hypotheses 1 – – – – – – – – – – 96
Hypotheses 2 – – – – – – – – – – 97
Hypotheses 3 – – – – – – – – – – 97
Hypotheses 4 – – – – – – – – – – 98
Hypotheses 5 – – – – – – – – – – 99
Result of the Focus Group Discussion (FGD) – – – – – 100
Findings of the Study – – – – – – – – – 111
e-learning Programme Package – – – – – – – 119
Discussion of the Findings – – – – – – – – 138
CHAPTER V: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS – 147
Restatement of the Problem – – – – – – – – 147
Description of the Procedures Used – – – – – – – 148
Summary of Findings – – – – – – – – – 150
Conclusion – – – – – – – – – – 151
Implications of the Study – – – – – – – – 152
Recommendations – – – – – – – – – 153
Suggestions for Further Research – – – – – – – 154
REFERENCES – – – – – – – – – – 156
INTRODUCTION
1.1 Background of the study
Globalization and technological processes have created a new global society powered by technology, fueled by information and driven by knowledge.
The emergence of the new global society has serious implications for the nature and purpose of educational institutions such as universities. A university is an institution of higher education that offers programmes beyond the high school level (Gutek, 2009).
In the view of Sharma (2005) universities are institutions of higher learning that are well structured into colleges or faculties with various academic disciplines typically made for undergraduate and postgraduate students to develop on a career.
University education provides necessary training for individuals wishing to enter professional careers. University education also strives to develop creativity, insight and analytical skills in students. A student, according to Pearson (2007), is someone who is studying in school such as college and University.
A student in the context of this study is an individual admitted into University to study computer science/education related disciplines after meeting the minimum entry requirements laid down by the National University Commission (NUC).
Gutek (2009) noted that by acquainting students with complex ideas in an intellectually stimulating environment, universities provide unique opportunities for personal enrichment while also preparing students for future careers in such diverse professions as engineering, teaching, law, medicine and information science, which can be enhanced through electronic learning (e-learning).
REFERENCES
Agbafor, A, C. (2011). Problems Associated with the Learning of English Grammar by Senior Secondary School Students in Abakaliki LGA of Ebonyi State. An M.Ed Thesis Submitted to the Department of Education Foundations, University of Nigeria, Nsukka.
Akintoye, A. (2005). A Model for Pricing of Equity in an Environment Characterised by Information Asymmetry – A Case of an Emerging Market. European Journal of Scientific Research ISSN 1450-216X Vol.29 No.3 (2009), pp.426-437 © EuroJournals Publishing, Inc. 2009 http://www.eurojournals.com/ejsr.htm
Alexander, P. (2007). The development of expertise: The Journey from acclimation to proficiency. Education Researcher. 30, 2, 10-14.
Ali, A. (2006) Conducting Research in Education and the Social Sciences. Enugu: Tashire Network Ltd.
Amaja, O.U. (2005). Work-skill modules for management of school farm by agricultural science teachers in secondary schools in Abia State. Unpublished M.Ed Thesis, Nsukka.: Department of Vocational Teacher Education, University of Nigeria, Nsukka.
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