evaluation of readiness for e-learning in nigerian universities
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EVALUATION OF READINESS FOR E-LEARNING IN NIGERIAN UNIVERSITIES Ph.D. RESEARCH PROPOSAL DEFENCE (SMALL PANEL) By FAKINLEDE, Charity Onovughakpo 12/68OO004 DEPARTMENT OF EDUCATIONAL TECHNOLOGY UNIVERSITY OF ILORIN, ILORIN, NIGERIA SUPERVISOR: Professor M. O. Yusuf DATE: MARCH 11, 2014 - PowerPoint PPT PresentationTRANSCRIPT
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EVALUATION OF READINESS FOR E-LEARNING IN NIGERIAN UNIVERSITIES
Ph.D. RESEARCH PROPOSAL DEFENCE(SMALL PANEL)
ByFAKINLEDE, Charity Onovughakpo
12/68OO004
DEPARTMENT OF EDUCATIONAL TECHNOLOGYUNIVERSITY OF ILORIN,
ILORIN, NIGERIA
SUPERVISOR: Professor M. O. Yusuf
DATE: MARCH 11, 2014TIME: 10AM
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CHAPTER ONE INTRODUCTION
BACKGROUND TO THE PROBLEM•University education has contributed greatly to improved national incomes, economic growth and development (Amaghionyeodiwe, 2012; Omojimite, 2010; World Bank, 2011).• Rapid ICT developments have led to emergence of “e-services” (Rowley, 2006), thus, changing the way people live, work, and learn globally.•E-learning is known to have improved the standard of education, (Moore & Kearsley, 2008; Olorundare, 2011; Yusuf, 2012)•The Nigerian government is making efforts through the Nigerian Universities Commission (NUC) to fast-track ICT developments in Nigerian universities (NUC, 2011).
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1. Limited Access to University Education in Nigeria (Moti, 2010; British Council, 2011) – Nigerian Population (about 160m)– Less than 300,000 spaces in Nigerian university system
(1 in 7 gain admission annually)2. Lower standards (quality) in education 3. Equity challenges in education4. E-learning adoption and MOOCs have been acknowledged
as veritable remedies to these challenges (Okebukola, 2006). 5. Government has some ICT initiatives, but, where are we in
the deployment of e-learning in the 21st century?6. Hence, the need for a proactive evaluation of readiness for
e-learning in Nigerian universities.
Statement of the Problem
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Purpose of StudyTo evaluate the extent of:1.Networked Access (networks of technology infrastructure and facilities) for e-learning2.Content development (curriculum development and design) for e-learning3.ICT adoption within the Society - major stakeholders (students, faculty and university administrators/decision-makers).4.Institutional Strategies (administrative policies and funding) adequate for e-learning in Nigerian universities.Contribution of the Research: Findings:
- will inform the need for deployment of e-learning , and - will contribute to the body of knowledge in the emerging field of e-learning in Nigeria
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Research QuestionsFour research questions will be used for the study.1.What is the level of networked Access, of technology infrastructure and facilities for e-learning in Nigerian universities?2.What is the level of Content development, in terms of, curriculum development and design for e-learning in Nigerian universities? 3.What is the level of ICT adoption for e-learning within the Society of major stakeholders - students, faculty members and university administrators/decision-makers in Nigerian universities?.4.Are institutional Strategies adequately developed for e-learning in Nigerian universities?
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Research HypothesesThis study will adopt four research hypotheses:H01: There is no significant difference between female and
male stakeholders in the level of e-learning readiness in Nigerian universities.
H02: There is no significant difference between older and younger stakeholders in the level of e-learning readiness in Nigerian universities
H03: There is no significant difference between levels of educational attainment of stakeholders in readiness for e-learning in Nigerian universities.
H04: There is no significant difference between geographical locations of stakeholders in the level of e-learning readiness in Nigerian universities.
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Scope of the Study
This study will evaluate:•Six purposively selected universities from each State in South-West, Nigeria - based on ownership, age and geographical location. •Students and faculty members will be selected non-randomly based on academic disciplines•Administrators/decision-makers will be purposively selected-based on their closeness to the ICT programs, development and deployment in the selected universities.
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Significance of the Study
Findings will provide evidence-based judgements needed for the development and deployment of ICTs for e-learning, thereby, benefitting all major stakeholders:• Students, • Faculty, • Administrators/decision-makers• Government and its regulatory agencies, • Private sector/industry and • Parents.
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E-LEARNING
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Review of Related LiteratureSub-headings:
1. Information and communication technology in Contemporary Education
2. E-Readiness: Concept and Application 3. Definitions and Evolution of E-Learning4. E-Learning Readiness and Integration of ICT in
Learning5. University Education in Nigeria and Integration of
ICT 6. Policy Documents on ICT in Nigerian School System 7. Conceptual Framework for Evaluating E-Learning
Readiness8. Appraisal of the Literature Review
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Conceptual Framework
Figure 2: Evaluation Model for E-learning Readiness
External Environment
Government NGO
Industry
Content
Access Society
Strategies
E-learning Readiness
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Research Methodology
Concurrent mixed methods Evaluation
Concurrent Triangulation Design (Creswell, 2009, p. 210)
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Sample and Sampling Technique• Six purposively selected universities in South-West,
Nigeria - based on ownership, age and geographical location (Lagos, Osun and Ekiti).
• At least 120 students will be non-randomly selected – convenience sampling
• At least 30 academic staff will be non-randomly selected from different academic disciplines– convenience sampling
• At least 10 administrators/policy-makers will be purposively selected - based on their closeness to the ICT programs, development and deployment in the selected universities.
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Research Instruments1. Survey Questionnaire and Interview Instruments- SQII
(Appendix E), has two sections (I & II). 1. Section I is a survey questionnaire divided into five sub-sections (A-
E), covering the following areas: Bio-data (8 sub-questions), General information on e-learning (14 sub-questions), Personal e-learning skills (7 sub-questions), ICT proficiency (15 sub-questions), and ICT access (11 sub-questions).
2. Section II consists of closed and open-ended interview questions divided into seven sub-sections (A-G) on: Participants’ perception of e-learning (3 sub-questions); Socio-demography (5 sub-questions); Institutional infrastructural provisions (4 sub-questions); Course content and design (5 sub-questions); Institutional administrative policies (3 sub-questions) and Finance (4 sub-questions); and Summary (2 sub-questions).
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Validation of Research Instruments1. Research Instruments were guided by industry
standard assessment tools (Bates, 2000; Rosenberg, 2000; Williams & Pennsylvania State University, 2008)
2. Will be subjected to further validated by researcher’s supervisor and two other lecturers in the field of ICT/Educational Technology and the Dean of Education (administrator) at the University of Ilorin.
3. Cronbach’s Alpha of .84 was used to determine the reliability of the survey questionnaire instrument in a pilot study at the University of Ilorin.
Table 11: Reliability StatisticsCronbach's Alpha
Cronbach's Alpha Based on Standardized Items
N of Items
.838 .83 9
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Data Collection• Authorisation and permission for data
collection will be obtained from the officials of the selected educational institutions prior to the time of data collection.
• The researcher and/or assistants will be responsible for the distribution and collection of the research instruments.
• The assistant researchers will be given adequate briefing and proper training in the use of the research instruments by the researcher.
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Data Analysis1. Quantitative data will be coded and analysed
using frequency counts and Analysis of Variance (ANOVA).
2. Qualitative data will be hand-coded, categorized by themes and presented according to identified significant statements.
3. Mixed methods - research results from both methods will be compared to determine convergence or divergence.
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Thank you for your attention