ABSTRACT
This research
investigated the lectures’ perception of the impact of e-learning in teacher
education. The instrument used for the research work was a questionnaire. Two
hundred and fifty five (255) lecturers were selected as the sample of this
study from six Higher Institutions Lagos State Polytechnic, Redeemers’
University, Lagos State University, Federal College of Education (Technical),
University of Lagos. The faculties of Sciences and Education of each
institution were chosen as the sample of the study. Three (3) research
questions were formulated, and the data collected were analyzed using simple
percentages, Arithmetic mean and standard deviation statistical tool. The
results of the study revealed that majority of the lecturers are favorably
disposed to the use of e-learning in teacher education. Results also showed
that majority of the lecturers have less than five years involvement in
e-learning. Furthermore, the study says how they perceive the impact of
e-learning that some of the lecturers have negative attitude towards the use of
e-learning technology in education to the extent that they opined that
investing in e-learning is a waste of time. E-learning facility has a wide
acceptability among the lecturers but some do not use it possibly due to some
of the challenges they face. The challenges of implementation of the use of
e-learning in teacher’s education differ form one higher institution to the
other. Some of the challenges are: Access to hardware, Access to connectivity,
Access to Electricity. The greatest problem that seems to be common to the
lecturers of the institutions as regards use of e-leaning is access to
electricity. Lack of technical support and low connectivity are of less
importance among the factors affecting teachers’ use of e-learning facility.
Based on the findings, it was concluded and recommended among others that
pending when there will be stability in the country’s power supply, generating
sets should be available in the institutions and e-learning facilities should
be operated upon using the generating sets. Also, it was recommended that the
government, through the ministries of education, and science and technology and
other educational bodies should provide schools with the necessary technical
support and training that will enhance e-learning. Finally it was suggested
that further research be carried out on this study using samples from other
zones and use more of private universities. It is hoped that the findings,
conclusion, recommendation and suggestions would be relevant to researchers,
educators, undergraduates and the society at large.
TABLE
OF CONTENTS
CHAPTER ONE
1.1 BACKGROUND
TO STUDY
1.2 STATEMENT
OF THE PROBLEM
1.3 PURPOSE OF THE STUDY
1.4 RESEARCH
QUESTIONS
1.5 SIGNIFICANCE OF THE STUDY
1.6 SCOPE
AND LIMITATION OF STUDY
CHAPTER
TWO
LITERATURE
REVIEW
2.0 INTRODUCTION
2.1 DEFINITION
OF KEY WORDS: IMPACT, OPPORTUNITY, CHALLENGES
2.2 THE
E-WORD
2.3 BACKGROUND
OF E-LEARNING
2.4 WHAT IS E-LEARNING?
2.5 LEVELS
OF E-LEARNING
2.6 FEATURES
OF E-LEARNING
2.7 BENEFITS
OF E-LEARNING
2.8 THE
PRE-CONCEPTIONS ABOUT E-LEARNING
2.9 ADVANTAGES
OF E-LEARNING
2.10 DISADVANTAGES OF E-LEARNING
2.11 E-LEARNING AND POVERTY
ALLEVIATION
2.12 WHAT IS TEACHING?
2.13 WHO IS A TEACHER?
2.14 WHAT IS TEACHER EDUCATION?
2.15 HISTORY AND IMPORTANCE OF TEACHER EDUCATION IN NIGERIA
2.16 DEVELOPMENT OF E-LEARNING IN NIGERIA SCHOOLS.
2.17 IMPACT OF E-LEARNING IN TEACHER EDUCATION IN NIGERIA
2.18 OPPORTUNITIES OF E-LEARNING IN
NIGERIA EDUCATION
2.19 CHALLENGES OF E-LEARNING
IN TEACHER EDUCATION IN NIGERIA
CHAPTER
THREE
RESEARCH
DESIGN AND METHODOLOGY
3.0 INTRODUCTION
3.1 RESEARCH
DESIGN
3.2 POPULATION AND AREA OF STUDY
3.3 SAMPLE SIZE AND SAMPLING TECHNIQUES
3.4 INSTRUMENTATION OF THE STUDY
3.5 RELIABILITY OF RESEARCH INSTRUMENT
3.6 VALIDITY OF RESEARCH INSTRUMENT
3.7 METHOD OF DATA ANALYSIS
CHAPTER FOUR
ANALYSIS OF DATA
4.1 INTRODUCTION
4.2 DISTRIBUTION OF RESPONDENTS BY
INSTITUTION
4.3 Personal
Data of Respondents
4.4 ANALYSIS
OF DATA
4.5 SUMMARY OF FINDINGS
CHAPTER
FIVE
DISCUSSION
OF FINDINGS, RECOMMENDATION AND SUGGESTIONS FOR FURTHER STUDIES
5.0 INTRODUCTION
5.1 DISCUSSION OF FINDINGS
5.2 RECOMMENDATIONS
5.3 SUGGESTIONS
FOR FURTHER STUDIES
5.4 CONCLUDING
REFLECTIONS
QUESTIONNAIRE
REFERENCES
CHAPTER ONE
1.1 BACKGROUND
TO STUDY
Challenges
facing universities are leading many to implement institutional strategies to
incorporate e-learning rather than leaving its adoption to enthusiastic
individual. Although, there is growing understanding about the impact of
e-learning on the students’ experience, there is less understanding of
academics perceptions of e-learning.
There
have been many technological dawns in the last thirty (30) years, during which
the desktop computer and the internet have been developed; but there have been
similar dawns throughout the 20th century-film, radio, records,
broadcast television, video tape etc. each time enthusiasts have announced the
transformation or even the end of the school, college or university.
E-learning
course delivery is the beginning of a new wave of technological development in
higher education. Rapid advances in information technology and easy access to
the internet are re-shaping educational institutions by providing new learning
environments and new ways to teach. E –learning is innovative and capable of
improving the quality of education in the country. Online learning education
does for knowledge, what just-in-time delivery does for manufacturing. It
delivers the right tools and parts when you need them. However, developing
online learning is typically an intense process, which should take much of the
faculty time.
At
present, e-learning in Nigeria education is yet to have a strong-hold. Despite
the modest record of the growth in the world, Nigeria is still on the
outskirts, for reasons ranging from poor infrastructure, low level of education,
poverty and low internet awareness. (Aragba Akpore 2001).
To
promote the development of e-learning in the Nigeria teacher education, a lot
need to be done on the part of the learners and teachers especially. Two levels
of types of training can be introduced for teachers. These are an introduction
to the technology and preparation to operate and manage the hardware and the
training in the pedagogical use of the technologies.
Finally,
it has been realized that technology itself, on its own, does not improve
learning or teaching. The successful implementation of e-learning lies in the teachers’
attitudes and availability as instructors to serve each individual student as a
motivator, mentor and a caring communicator.
1.2 STATEMENT
OF THE PROBLEM
The
successful implementation of e-learning and its incorporation within a new
pedagogy for education in Nigeria’s’ teacher education lies in the attitude and
readiness of teachers as instructors to incorporate the internet into their
teaching strategies. Teachers’ resistance to integrate e-learning into the
curriculum has been attributed to inadequate technical training and poor
perception. (Cuban 2001).
The
world has taken a giant step due to the entrance of e-learning and it is only a
lazy teacher who is archaic that will not develop him/herself on how to use
programmes like Microsoft word and browsing the internet for information. One
of the major barriers to e-learning in Nigeria as identified by “Hirschbill” is
the fear some staff felt when faced with stepping outside their comfort levels
and they are not willing to take risk.
According
to Muson, Poage, Corners and Evavold (1994) this fear was consistent with the
findings of a study of staff integration of technology into their teaching.
Following discussion with the participants the scholars described the fears.
“They included fear of looking foolish, fear
of asking for help, fear of not “catching on” quickly enough and of not being
able to be effective with the technology in instructional settings”
It
becomes imperative to survey the teachers perception towards the opportunities
and challenges of e-learning materials.
1.3 PURPOSE OF THE STUDY
The
main purpose of this study is to:
1. Determine
the level of teachers’ perception towards e-learning in teacher education in
Nigerian Universities.
2. Identify
how teachers perceive the challenges of e-learning in teacher education in
Nigerian Universities.
3. Identify
how teachers perceive the opportunities of e-learning in teacher education.
1.4 RESEARCH
QUESTIONS
1. To
what the extent do teachers perceive the use of e-learning in teacher
education?
2. How
do teachers rate the challenges of implementing the use of e-learning in
teacher education?
3. What
is the extent of the constraints teachers’ face in the use of e-learning
facilities in teacher education?
1.5
SIGNIFICANCE OF THE STUDY
This
study is worthwhile because:
1. It
will enlighten the teachers, especially those whose perception of e-learning is
a minus, rather than a plus on their teaching, on the opportunities and
benefits inherent in e-learning.
2. It
will enlighten the general public on the need to embrace e-learning into our
educational sector; parents will see the need to provide their wards with the
necessary instrument that will enhance e-learning, the school authorities on
the other hand will see the purchase of e-learning technologies as an
investment and not a loss.
3. E-learning
is learner-centered. Therefore its successful implementation will allow
students to choose contents and tools appropriate to their differing interests,
needs and skills levels.
4. This
study will also enlighten lecturers on the various benefits of internet in
education lecturers can share their knowledge across borders without being
physically present. They have the opportunity of making information available
internationally.
5. It
will guide curriculum planners on how to inculcate e-learning into teacher
education in Nigeria.
1.6 SCOPE
AND LIMITATION OF STUDY
This
work will be limited to the lecturers’ perception of the impact of e-learning
in teacher education in Nigeria.
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