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IMPORTANCE OF E-LEARNING IN NIGERIA

INTRODUCTION

The marriage between technology and education is as old as the invention of paper

and pen. The issue of e-learning is an aspect of technology in the field of

education.

Modern achievements in the field of computer and communication technologies

have offered tremendous opportunities for learning by electronic means (Rozina,

2002). The use of new multimedia technologies and the Internet in learning is seen

as a means to improve accessibility, efficiency and quality of learning by

facilitating access to resources and services as well as remote exchanges and

collaboration. E-learning has become a new paradigm and a new philosophy in

education with a mission to serve as a development platform for present-day

society based on knowledge.

E-learning though not new in Nigeria has been given much prominence of recent.

Many Nigerians have benefited through the open correspondence of rapid college

and exam success (Aginam 2006). In fact, e-learning in Nigeria tertiary institutions

have recently continued to grow at unprecedented rate but with a lot of challenges.

The advances in communication and computer technologies have culminated in the

supplementation and near phase-out of traditional educational delivery system.

These new technologies allow for more flexibility in learning and a wider reach for

education in many countries world-wide (Salawudeen, 2010). In recent times, the

issue of mobile learning which means the use of wireless electronic technology to

deliver and receive knowledge and skill has been raised and is practiced in the

developed nations of the world (Ayodele 2010).

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Today, technology enhanced learning including distance and online instruction

which is recognized as a viable tool necessary for preparing citizens to participate

in the technologically driven global environment. A multidisciplinary approach to

online pedagogical research recognizes the value of technology enhanced teaching

and learning as critical in the mix of diverse strategies. Its centrality in the global

marketplace has been enhanced by a new culture shared by many educators. A

culture diametrically opposed to elitist views of education as a privilege. A culture

rooted in the belief that a more open education system enables increased

contribution to the global marketplace of ideas. This new culture empowers

citizens of the world to share knowledge globally where diverse voices are often

underrepresented. The culture has been exemplified by an open movement, with

diverse champions from remote village classrooms to ivory towers.

Nigerian tertiary institutions however can be said to be behind in the adoption of

these technologies as there is evidently an extremely low rate of diffusion of e-

learning and as a consequence, a low rate of usage. The reason for this are not far-

fetched as Nigeria, apart from being a developing country and having inadequate

education finance policy, is also highly deficient in the area of engineering and

technological development (Salawudeen 2010).

The prospect of tertiary education (postgraduate, undergraduate) in the near future

relies on these educational technologies. E-learning as an aspect of education

technology is the convergence of learning process and the internet facilities.

Information technological improvement has turned the world into a small global

village. Communication is the live wire of today’s dealings and interaction and

means of livelihood. Communication is one of the oldest technologies. However,

less attention was paid to it even though the role it plays in the life of mankind has

not been negated to be a vital means of learning. Learning is seen as the process by

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which people acquire new skills or knowledge for the purpose of enhancing their

performance. Be it practical or virtual it remains a process of getting and

assimilating new experience for future achievements.

Presently, some institutions in Nigeria are using some indexes of e-learning to

promote distance education. The e-learning involves the use of electronic

technology to deliver education and training, to monitor learner’s performance and

to report the learner’s progress. Hedge and Hayward (2004) view it as an

innovative approach for delivering electronically mediated, well-designed, learner-

centered and interactive learning environments to anyone, at any place, at any time.

This is by utilizing the internet facilities and other digital technologies in

consonance with instructional design principles. Hence, e-learning is all about

learning with the use of technologies presumably computers and other modern day

tools. E-learning technology is one of the bi-products of Information and

Communication Technology. In Nigeria, such recent developments and awareness

of the government on Information and communication technology (ICT) have

opened an opportunity for the adoption of e-learning in delivering distance

education (DE) for educating a vast mass of uneducated or less educated Nigerians

(Ajadi et al, 2008). National Universities Commission (NUC) has provided ICT

facilities to all federal universities known as National Universities Network

(NUNet). Such was a remarkable effort towards achieving the ICT challenges of

the 21st century. Considering the recent awesome expansion of the ICTs awareness

in the country, national Open University of Nigeria (NOUN) introduces some

modern ICT like e-mail, web-based learning (e.g. open course wares), CD-ROM

for delivering its course materials through e-learning for its learners (Yusuf, 1999).

Learning in an electronic environment is great challenge in Nigeria because of so

many factors. At this time due to many negative factors in the economy Nigeria

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could not afford broad access to all the latest achievements available for education,

as well as enable new educational technologies and e-learning to be widely used in

universities. Part of these negative factors included difficulties with computers and

Internet access, electricity, in adequate skills; low literacy e.t.c. Today, educational

sector in Nigeria witnessed critical shortage of appropriate teaching materials, very

ineffective system for digital learning resources creation, storage and maintenance.

The teaching corpus was untrained in the effective use of information and

communication technologies in the educational process. But today things have

started to change for the better because in the research carried out by Manir (2007)

on the availability and utilization of the Internet found that in the nearest future

educational programs by electronic means will cover from 40 to 50 percent of

learning time in Nigerian universities.

BASIC CONCEPT OF E-LEARNING

Rosenberg (2001) defines learning as ‘‘the process by which people acquire new

skills or knowledge for the purpose of enhancing their performance’’. He explains

that the perceptions of learning in organizations are undergoing a distinct

transformation. First, training should no longer only focus on the act of training but

must demonstrate a positive impact on performance or outcomes. As the world is

changing the learning scenario is changing with the change in the introduction of

information and communication technology, which gives room to the new concept

called e-learning.

E-learning is defined by various authors according to their personal knowledge and

perspectives, but they all seem to agree that e-learning comprises all forms of

electronically supported learning and teaching which are procedural in character

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and aim to effect the construction of knowledge with reference to individual

experience, practice and knowledge of the learner. This definition is supported by

Rosenberg (2001) defines e-learning as a networked phenomenon allowing for

instant revisions and distribution. In addition, it is delivered using standard Internet

technology. E-learning in the broadest sense concerns itself with learning that

occurs on line through the internet, the use of CD-ROM or other facilities such as

radio, television and telephony. E-learning encompasses learning at all levels, both

formal and non-formal that uses an information network, the internet, an intranet

(LAN) or extranet (WAN), whether wholly or in part, for course delivery,

interaction, evaluation and facilitation which Salawudeen (2010) explained, uses

network technologies to create, deliver and facilitate learning any time, and

anywhere. The benefits of e-learning are many including cost-effectiveness,

enhanced responsiveness to change, consistency, timely content, flexible

accessibility, and providing customer value. The discussion emphasizes the need

for organizations to build a strategic foundation for e-learning, addressing the

emerging approaches to e- learning in addition to synthesizing other learning

efforts of the organization.

The advantages of e-learning must outweigh its disadvantages for its

implementation to be worthwhile. Amongst the many advantages of e-learning are

that it is less expensive to deliver. E-learning is self-paced, provides consistent

content, faster and works anywhere and at any time for learners. The instructional

materials are easily updated and permit the use of multimedia which leads to

reinforced learning through the use of video, audio, quizzes and other forms of

interaction. E-learning can improve retention, provide immediate feedback and

allows learners to customize learning materials to meet their individual needs

(Kirsh, 2002; Turk and Robertson, 2000). E-learning provides for risk-free

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simulation environments for acquisition of valuables skills in fields involving

leadership and decision making. The disadvantages are that it may cost more to

develop and requires new skills for the production of content. The associated

technology might be intimidating, at times confusing, frustrating and costly. E-

learning requires on the part of the learner, more responsibility and self- discipline

to keep up with an unconstrained and robust learning process.

E-LEARNING IN NIGERIA

The development of e-learning in Nigeria could be traced back to the development

of telecommunication which began in 1886 when e-cable connections was

established by the colonial masters between Lagos and the colonial office in

London to transmit information and receive feedback. By 1893 all government

offices in Lagos were provided with telephone services for easy communication

and later, other parts of the country were provided with telephone services (Ajadi

et al., 2008). They further stressed that in Nigerian schools, the commonest type of

e-learning adopted was in form of lecture notes on CD-ROM which can be played

when the learners desire. The challenge of this method is that number of students

per computer was unattractive as compared to when lectures are being received in

the classrooms.

As part of the Federal Ministry of Education (FME) commitment to enhance

creation and delivery through the application of ICT, and also to meet up with the

national, regional and global developmental goals in line with the Roadmap as

approved by the Federal Executive Council, constituted an exploratory Committee

to look at the possibility of deploying e-learning across the Nigerian education

sector through Public-Private Partnership. The FME has produced policy on E-

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Learning. This has been approved by the National Council on Education but up till

now it is yet to be officially launched. It is hoped that the policy will be widely

publicized once it is launched sine advocacy strategies will be employed to

enhance public participation.

It is obvious that the concept of e-learning is considered to be very attractive as a

new learning paradigm whose effect will be a positive one to the development of

education in developing countries especially Nigeria, with all its potentialities not

much effort is taken for its implementation, present-day research of e-learning in

Nigeria shows that having e-learning on the agenda Nigeria is still facing a lot of

problems in this field. Many of problems and challenges are not only

technologically but also socially, educationally, economically and culturally

sensitive.

Nigerian tertiary institutions should prepare their scholars and graduates to

contribute to the global marketplace of ideas. Adopting an appropriate strategy for

introducing ICT for teaching and learning will enable Nigerian universities to

actualize their full potential. It is critical for Nigerian tertiary institution to work

together toward building models to address specific challenges unique to the

Nigerian situation.

For the last three decades, the National Universities Commission has worked to lay

the foundation for e-learning through investment in ICT infrastructure,

management information systems, e-mail access and library information services.

Still, many institutions find it difficult to conceptualize and implement these

initiatives locally.

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FACTORS AFFECTING E-LEARNING IN NIGERIA

The factors affecting the successful implementation of e-learning in Nigeria can be

narrowed down to the following listed below.

1) Instructional material is important. Learners take online courses more seriously

if they receive material to work with: e.g., books, CD-ROMs, which also save

online time.

2) Tutorial support provides motivation. Learners often need guidance and support

from instructors, coaches, tutors or technical staff. However, this is also a question

of costs—how much financial means an online course has.

3) Communication. Using telecommunication tools like the Internet facilitates not

only the distribution of information but also the interaction between learners and

instructors, as well as among learners themselves. Giving them the opportunity to

hare knowledge, experience and perspectives is a central demand of instructional

theories.

4) Collaboration combines the demand for social communicative learning with the

instructional demand for active learning.

5) Lack of electricity supply.

6) Insufficient funds to upgrade and maintain the equipment and the facilities.

7) Lack of good policy implementation.

8) Lukewarm attitudes by the side of staff and students in the e-learning processes.

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PRINCIPLES TO IMPROVE E-LEARING SYSTEM IN NIGERIA

1. Communities of Practice. Use a team approach to adapt the materials, with a

team of teacher educators from different institutions. If institutions work together

and agree to share materials and approaches, not only will the time involved in

adaptation be reduced, but the opportunity for learning from sharing of resources

will be maximized. The goal in a project of this kind is not only to get a good

product, but to engage teacher educators in discussions about what is good. The

investment cannot only be in materials; it must be in the people actually teaching

teachers day by day.

2. Materials. Find existing ‘good enough’ materials and adapt these for immediate

use. Development of materials from scratch requires a lead time of 12 to 24

months, but very few materials development initiatives have the luxury of this

timeframe. However, there are a number of institutions/organizations that have

‘good enough’ existing materials, and the time involved in adapting/customizing

them for the context and program purpose will be less than that involved in

developing them from scratch. In addition, the focus should be on use, rather than

on preparation of an ‘ideal’ set of materials, as it is through use that the strengths

and weaknesses of materials are discovered, rather than from de-contextualized

reflection on instructional design, although judicious use of expert review is

helpful.

3. Course Design. Aim for a single module that can be adapted and used in a

variety of programs, rather than on whole program development. This is advisable

for two reasons. One is that it is more cost-effective, but the second is that

institutions are responsible for the development of their own programs, and there is

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correctly resistance to a pre- packaged received curriculum, even if that curriculum

is determined by and with respected peers. A single module on the other hand is

perceived as a resource, rather than a blue print for delivery.

4. Copyright. Encourage institutions and authors to make their materials

available under a Creative Commons BY SA license, but do not make this a pre-

condition for contribution. Intellectual property is a complex terrain, and the Open

Educational Resources (OER) movement is challenging conventional notions in

ways that many academics and institutions find threatening. There are some

hardline OER proponents who argue for no compromise on the use of open source

software and non- proprietary operating systems as well as particular licenses.

However, the approach taken in this project is that the major goal is to increase

openness and accessibility of educational resources, and any move towards greater

openness should be supported. Hence, although our research indicates that the best

license for OERs is one of the Creative Commons BY-SA licenses (that require

only attribution/acknowledgement of the author and sharing of the materials in the

same way as they have been made available), this is not insisted upon.

5. Technology. Don’t foreground technology or make it a sine qua non for

participation, but stay in touch with new processes and tools that can enhance

collaboration and increase efficiency. The concept of OERs is currently associated

almost exclusively with electronic educational resources. However, the ‘openness’

or free accessibility of educational resources is not logically associated with their

being available in electronic format, or developed using digital tools. The goal is

not technological literacy, the goal is increased openness and the development, of

an educational commons through collective effort. Sometimes so much energy is

spent on understanding and using the technology that there is little energy and time

left for developing high quality materials and courses. A collective effort may

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therefore not in the first instance be digitally facilitated, although to realize its full

potential for access, digital formats and processes are necessary. Nigerian

universities seek technological solutions to improve access to quality materials.

Five factors which are critical in ensuring e-learning success include

administrative leadership, continuous program monitoring, course development,

professional development support for academic staff, and evaluation results.

As the literature demonstrates, there is a dire need for Nigerian institutions to

improve e-readiness, facilitate innovative use of technology, and embed technology

usage in higher education curriculum. In order to achieve the latter, academic staff

need exposure to online pedagogic training. Pedagogy involves becoming aware of

the different learning strategies and how, or to whom, and when to apply these

strategies. Sound pedagogy supported by strong theoretical foundations is of key

importance in online learning. Since relevant literature on online pedagogy is

largely situated in the field of education, it is not always well articulated in other

faculties in the higher education sector. E-learning applications need to be

informed by strong theoretical foundations that link theory with practice in order to

ensure educational excellence. Pedagogy, theoretical foundations, linking theory

and practice, are all great challenges for teachers in the higher education sector.

CONCLUSION

In the last 20 years Nigerian Universities have experienced staggering increases in

student population, while working with inadequate resources. They continue to use

outdated course materials and old instructional perspectives that are damaging the

institutional prestige. The elites in Nigeria are rejecting local institutions in

preference for overseas training and opportunities. Nigerian tertiary institutions are

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therefore losing the most valuable national resources. Entrepreneurs and

professionals are taking the tertiary institutions less seriously and they are deprived

of potential supporters, partners and lecturers.

For e-learning to succeed in Nigeria, there is need to build on another important

pillar in the existence of infrastructure, along with some degree of connectivity. A

growing difference in market liberalization of the Internet- access supply is leading

to another kind of “digital divide” on the global scale many countries have

introduced or are introducing telecommunications regulations that discourage the

development of Internet-access service through competition. Moreover, other

technical constraints have to be overcome. It is, therefore, fundamental to

implement self-sustaining Internet and computer training, which will eventually

allow universities to keep pace with developed countries and give them access to

technological and academic information, as well as Internet training at various

levels. The benefits they gain will thus affect every aspect of their personal and

professional life.

REFERENCES

Ajadi, T.O. Salawu, I.O. & Adeoye, F. A. (2008). Elearning and Distance

Education in Nigeria. International online journal of Educational Technology 7(4)

Turkish

Hedge, N. and Hayward, L. (2004). Redefining roles. University e-learning

contributing to Life-long learning in a networked world. E-Learning, 1:128 – 145

http://www.nationmaster.com/country/ni/Internet

JCPC E-learning Fellowship: Enriching the teaching and learning experience

through the use of technology. Brochure

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Kirsh, D. (2002), “E-learning, metacognition and visual design”, paper presented at

the International Conference on Advances in Infrastructure for e-Business, e-

Education, e-Science, and e- Medicine on the internet, L'Aquila, Italy, 29 July-4

August

Manir, A.K. (2007) Problems, Challenges and Benefits of Implementing E-learning

in Nigerian Universities: An Empirical Study. Manuscript unpublished.

Rozina I. (2002) Theory and Practice of Computer-assisted Communication in

Russia: Present-day Situation and Future Perspectives. In: Theory of

Communication and Applied Communication. Journal of Russian Communication

Association. Issue 1