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Faculty Members’ Views of E – Learning in South-West Nigerian Universities

By Alaba Olaoluwakotansibe Agbatogun.

Published by The International Journal of Technology, Knowledge and Society

Information and Communication Technology (ICT) in education transcends the difficulties encountered in the traditional pedagogy through the introduction of the various forms of electronic media in instructional process. Such innovative ideas are often appreciated by learners, while reasonable number of faculty staff of many higher institutions is reluctant to shift from the conventional method of teaching to that which is technologically oriented for personal and collective reasons. Meanwhile, teachers’ opinions towards e-learning are so vital to successful integration of electronic media into education because attitude towards application of ICT goes a long way to determine the level of its acceptability and effective utilization. This paper explored the perceptions of faculty members towards e-learning in Nigeria. A total of seven hundred and thirty six (736) Nigerian university teachers served as the sample for the study. Data on the benefits and disadvantages of e-learning were collected through a semi-structured interview guide, while quantitative data were collected using Perceptions of E-Learning Questionnaire (PEQ) and Computer Knowledge and Computer Access Scale (CKCAS) with Cronbach Alpha of 0.79 and 0.81 respectively. The results based on variables like years of experience, subject discipline, and academic status and with the exception of gender; showed that there exist significant differences in the perceptions of faculty staff in Nigeria about e-learning. Pearson Product Moment Correlation analysis indicated a positive and significant relationship between the faculty staff’s computer knowledge, access to internet and perception of e-learning.

The International Journal of Technology, Knowledge and Society, Volume 6, Issue 3, pp.1-20. Article: Print (Spiral Bound). Article: Electronic (PDF File; 801.282KB).

Alaba Olaoluwakotansibe Agbatogun

Research Student, Moray House School of Education, University of Edinburgh, Edinburgh, Edinburgh, UK