E-LEARNING IN NIGERIA

The advent of information and communication technologies (ICTs) and the widespread availability of Internet and networks have significantly enhanced human creativity and opportunities. This is particularly evident as societies increasingly rely on up-to-date information to proactively respond to environmental changes and mitigate their impacts. Organizations strive to adapt to disruptive technologies by making significant investments in advanced information and communication technology (ICT) platforms. This is driven by the necessity to establish a competitive edge in the current information systems (IS) market, which is characterised by declining technology costs (Eze et al., 2013). The term “e-learning” is understood differently by various individuals. Some individuals interpret it as the delivery of content through technical infrastructures, while others perceive it as a form of self-study conducted online. Additionally, there are those who view e-learning as a comprehensive approach that involves continuous learning and collaborative efforts. E-learning, also known as computer-based learning, refers to a pedagogical approach that encompasses the integration of digitally transmitted content, system-based management, and instructional support. Distance education (DE) is an educational model that involves a physical separation between the instructor and the student. Instruction is delivered through various mediums, such as print and other information and communication technologies (ICTs). This form of education is particularly beneficial for individuals who may have missed out on educational opportunities earlier in life or have been unable to pursue traditional face-to-face formal education due to factors such as socio-economic status, career commitments, familial responsibilities, or other circumstances. According to Jegede (2003), distance education can be defined as a form of education that is delivered through methods other than traditional face-to-face interactions. Despite the absence of physical presence, the objectives of distance education are comparable to those of on-campus, full-time, face-to-face education, encompassing both noble and practical aspirations. Although e-learning is not a new concept in Nigeria, it has gained significant attention in recent times. According to Aginam (2006), there is evidence to suggest that a significant number of individuals in Nigeria have experienced positive outcomes as a result of the accessibility and availability of accelerated college programmes and examination success correspondence. The growth of eLearning in Nigerian tertiary institutions has been observed to occur at an unprecedented rate; however, it is accompanied by numerous challenges.

In contemporary times, the progressions in communication and computer technologies have resulted in the augmentation and potential obsolescence of conventional methods of educational dissemination. According to Salawudeen (2010), the advent of these emerging technologies has facilitated enhanced adaptability in the realm of education, thereby enabling a broader dissemination of knowledge across numerous countries globally. The topic of mobile learning, which refers to the utilisation of wireless electronic technology for the dissemination and acquisition of knowledge and skills, has gained prominence in contemporary times and is being implemented in developed countries worldwide (Ayodele, 2010). The origins of e-learning in Nigeria can be traced back to the establishment of telecommunication infrastructure in 1886. During this period, the colonial masters established e-cable connections between Lagos and the colonial office in London, enabling the transmission of information and the receipt of feedback. According to Ajadi et al. (2008), by the year 1893, telephone services were implemented in all government offices in Lagos to facilitate efficient communication. Subsequently, telephone services were extended to other regions of the country. The authors emphasised that the prevailing form of e-learning in Nigerian schools primarily involves the utilisation of lecture notes stored on CD-ROMs, which can be accessed and played at the learners’ convenience. One limitation of this approach is that the student-to-computer ratio is less favourable compared to traditional classroom-based instruction.

E-Learning has the potential to offer advantages to both organisations and individuals through the following means: Enhanced accessibility: Professors of exceptional expertise have the opportunity to disseminate their knowledge beyond geographical, geopolitical, and socioeconomic limitations, thereby enabling students to partake in courses across various boundaries. Distinguished authorities possess the potential to disseminate information on a global scale, reaching individuals with an interest in the subject matter while incurring minimal expenses. The provision of convenience and flexibility to learners is of paramount importance. In numerous settings, E-Learning is characterised by its self-paced nature, allowing learners to access learning sessions at any time, without being constrained by a specific day or time for physical attendance in classes. Individuals also have the option to pause their learning sessions at their own convenience. The utilisation of advanced technology is not a prerequisite for all online courses. Common requirements often include basic internet access, as well as audio and video capabilities. The ability for students to commence their courses while at their workplace and subsequently complete them at a different location with internet access is contingent upon the technology employed. The significance of Open and Distance Education (ODE) in Nigeria is a matter of considerable importance for various compelling rationales. To begin with, it is worth noting that a significant proportion of the populace resides below the poverty threshold. Due to their inability to access urban-based institutions, individuals with exceptional merit are unfortunately deprived of the opportunity to pursue higher education.

Furthermore, individuals who entered the workforce without completing their education as a result of familial obligations encounter difficulties in balancing their work responsibilities with pursuing further studies. Moreover, a limited availability of educational opportunities in traditional higher learning institutions hinders the aspirations of those who possess a strong desire to pursue advanced education. Moreover, the prevailing cultural practises in the country, such as childhood traditions, early marriage, and religious beliefs, significantly hinder the access of the majority of females to higher education. The implementation of e-learning in Nigerian tertiary institutions remains elusive due to inadequate ICT infrastructure and various socio-economic factors. Developing countries face significant challenges in reaping the benefits of e-learning due to the substantial initial costs associated with infrastructural development and limited public access to internet and other information and communication technologies (ICTs). As a result, these countries lag behind in leveraging e-learning opportunities. According to Salawudeen (2010), there exist several significant challenges that hinder the effective implementation of e-learning in Nigerian tertiary institutions. These challenges can be summarised as follows: The issue at hand pertains to the unequal distribution of technology access among students. The affordability of personal computers (PCs) and laptops remains a significant challenge in Nigeria, particularly in light of the income levels of the average worker in the country. A limited number of students who possess personal computers or laptops may not have access to the internet due to the additional expenses associated with it, which they are unable to afford (Jegede, 2003).

Technophobia: The majority of students lack a background in computer education, resulting in a fear of operating computers. Consequently, some students resort to hiring experts at a financial expense to assist them in completing tasks such as admissions, registrations, and other online document submissions. However, a limited number of individuals who possess computer access lack the knowledge and skills required to effectively utilise and optimise its functionality (Sodiya & Afolorunso, 2009).

Internet Connectivity: The expense associated with internet access remains considerably elevated in Nigeria. Many students frequently utilise cyber cafes, which typically charge between #100.00 and #150.00 per hour, despite the subpar quality of their services and the sluggishness of their servers.

School Curriculum: A significant proportion of the admitted students lack prior knowledge in information technology and computer education, as these subjects were not integrated into the curriculum during their elementary and secondary education. Computer education has only been recently introduced at the elementary level, and it has not yet become a mandatory subject at the secondary level of our education system. The attitude of students towards ICT is characterized by a tendency to rely on spoon-feeding rather than embracing independent learning opportunities.

Recommendation and Conclusion

It is important to acknowledge that in the current era of technological advancements, nations are progressively modernising various sectors in order to foster national development. Nigeria has managed to keep pace with advancements in education by implementing E-learning facilities in both governmental and private institutions, thereby ensuring a smooth and uninterrupted learning experience. The advent of the pandemic has accelerated the adoption of E-learning, which has now become the prevailing norm in the educational landscape of Nigeria. In order to sustain this trend, it is imperative for the government to guarantee the availability of sufficient infrastructure within public institutions. Additionally, there exists a necessity for collaboration between the government and private sector to promote educational opportunities in remote regions of the nation. In a similar vein, it is imperative for telecommunication companies to enhance their service offerings, given the substantial reliance of e-learning on robust network connectivity.

References

Ajadi, T., Salawu, I., Adeoye, F. (2018). E-learning and distance education in Nigeria. The Turkish      Online Journal of Educational Technology, 7(4), 1-10.

Eze, S., Chinedu-Eze, V., and Bello, A. (2018). The Utilization of e-learning facilities in the          educational delivery system of system of Nigeria: a study of M-University. International                    Educational Technology in Higher Education in higher education, 15-34.

Sodiya, A. and Folorunso, A. (2009). National Open University of Nigeria. Lagos: NOUN.

Jegede, O. (2003). Taking the distance out of higher education in 21st century Nigeria. Paper            Presented at the Federal Polytechnic, Oko, Anambra state on the occasion of the    Convocation ceremony and 10th anniversary celebration held on Friday, 28.

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