CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In the last three decades, the rapid development and applications of Information and Communication Technologies (ICTs) and the Internet have enmeshed practically every part of human endeavor and offered a new and simple means of managing information. ICT, more than any other technology, provides lecturers, professors, and students access to large stores of knowledge beyond the classroom, as well as multi-media tools to add to this store of knowledge, according to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2011). It has become so ingrained in modern educational delivery around the world that it is nearly impossible to provide or receive formal education without the use of advanced technologies (e-learning facilities) in the process. In terms of the teaching-learning process, higher educational institutions, in particular, have undergone a significant transformation. In certain higher education institutions, the use of chalk and duster in seminar rooms and lecture halls is now completely obsolete. With the growth of the internet and information and communication technologies, electronic learning (E-learning) has exploded in popularity. 2014 (Imran and Ali)

Recent and quick growth in Nigeria's telecommunications industry has resulted in an unprecedented increase in the use of e-learning facilities in tertiary institutions across the country for long-term national development. E-learning technologies are being adopted and used by institutions of higher learning all over the world to provide their varied academic programs. Tertiary institutions in Asian countries such as Japan, Korea, and Singapore have been adopting e-learning facilities to assist higher education in a networked environment, according to Miwa as reported in Huang (2010). As a result, lecturers at Kaduna Polytechnic must adapt and use e-learning facilities for efficient teaching-learning and long-term national development in Nigeria to assure conformity with current international trends. (Setiadi, Umam, and Anggrainningsih) (2018).

The use of electronic media and information and communication technology in teaching and learning is known as e-learning. According to Olatubosun, Olusoga, and Samuel (2015), e-Learning is defined as the use of new multimedia technologies and the Internet to improve learning quality by easing access to resources and services, as well as distant exchanges and cooperation. Computer-based learning, web-based learning, virtual classrooms, and digital collaboration are just a few of the applications and activities that fall under the umbrella of e-learning. It also includes content delivery via the internet, intranet/extranet (LAN/WAN), audio and video, satellite transmission, interactive TV, CD-ROM, and a variety of other channels. Allen and Samuel (2008) included TV, mobile phones, cameras, email, DVD/CD, internet, telephone, audio-conferencing, audio graphics, and video-conferencing in the list of technology methods for delivering e-learning. For e-learning, a diverse variety of web and computer-based apps and processes were integrated, as well as virtual classrooms and digital collaboration. Its content might be transmitted through a variety of channels, including the internet, intranet, audio and video, CD-ROM, satellite, product interactive television, and more.

Despite the vast and obvious advantages of incorporating ICT into the teaching and learning process, Several higher educational institutions, according to Shahadat, Muhbub, and Clement (2012), are finding it challenging to simply integrate fundamental ICT. Inadequate access to e-learning facilities in developing countries like Nigeria has previously been noted by scholars like Adika, 2003, Mohammed & Mumtaz, (2010), and Anggrainningsih, Umam, and Setiadi (2018), who suggested that efforts be made to rescue staff and students in African universities from the problem of access to e-learning facilities. E-learning literature also reveals that several barriers can obstruct access to e-learning. These include, among other things, persistently epileptic electricity supply, high cost of hardware such as personal computers (PCs) and laptops (which students find astronomical), technophobia systems in the country, and students' poor attitude toward ICT (Salawudeen 2006), Achebe 2012, and Bello et – el, 2017).

1.2 STATEMENT OF THE PROBLEM

E-learning has become an important aspect of 21st-century education and training, and it has been used by a variety of organizations (Abubakar and Hassan, 2013). The use of e-learning facilities in schools and colleges improved learning effectiveness and convenience for students and lecturers, improved the school's or college's image, saved money for the school or the government, saved classroom space for the school or the institution, and reduced traffic and parking congestion on campus for students, lecturers, and visitors. Despite these advantages, Mohammed and Mumtaz (2010) identified certain problems, stating that inadequate funding, poverty, and low tele-density are among the issues preventing efficient use of e-learning facilities. Insufficient money, high facility costs, and high maintenance costs, according to Adelabu, Adu, and Adjorgri (2014) and Adelabu, Adu, and Adjorgri (2015), are barriers to the adoption of e-learning facilities in developing nations.

As a result of these reports and observations, a study investigating the use of e-learning facilities among lecturers in Kaduna Polytechnic, Nigeria, is required for successful teaching-learning and long-term national development.

1.3 OBJECTIVE OF THE STUDY OBJECTIVE

The general objective of this study is to assess e-learning facilities utilization among lecturers in Kaduna polytechnic for effective teaching, learning and sustainable national development in Nigeria. Specifically, the study is set to;

1.                     Investigate the types of e-learning facilities available at Kaduna Polytechnic, Nigeria.

2.                     Investigate the extent of utilization of e-learning facilities in the learning and teaching process by the lecturers at Kaduna Polytechnic, Nigeria.

3.                     Identify the challenges encountered by lecturers at Kaduna Polytechnic in utilizing e-learning facilities in teaching.

1.4 RESEARCH QUESTIONS

The following research questions guide the objective of the study.

1. What are the types of e-learning facilities available at Kaduna Polytechnic, Nigeria?

2. To what extent do lecturers at Kaduna Polytechnic, Nigeria utilize e-learning facilities in learning and teaching?

3. What are the challenges encountered by lecturers at Kaduna Polytechnic in utilizing e-learning facilities in teaching?

1.5 SIGNIFICANCE OF THE STUDY

This study will contribute to the existing body of knowledge on the issue and serve as a resource for academics, researchers, and students interested in undertaking future research on this or a related topic. The research will reveal extent to which lecturers utilize the E-learning facilities in Kaduna state polytechnic. This would aid the government in locating the resources required lecturers to effectively utilize e-learning tools. The study will also reveal the extent to which E-learning has impacted the development of Nigeria.

Furthermore, the research will bring to light strategies for improving E-learning usage among lecturers.

lastly  study will contribute to the existing body of knowledge on the issue and serve as a resource for academics, researchers, and students interested in undertaking future research on this or a related topic.

1.6 SCOPE OF THE STUDY

The study covers the assessment of e-learning facilities utilization among lecturers in Kaduna Polytechnic for effective teaching, learning and sustainable national development in Nigeria. It covers the  types of e-learning facilities available at Kaduna Polytechnic, Nigeria. The extent to which lecturers uses those facilities and also the challenges lecturers encounter using those facilities. Hence the lecturers in Kaduna Polytechnic, Nigeria, will serve as participants for this study.

1.7 LIMITATION OF STUDY

A study of this scope should have enlisted the participation of the entire tertiary institution, teachers, and students. Time and financial constraints, on the other hand, ruled this out. When applied to the broader situation, data from such a small percentage of the target group must be treated with caution.

1.8 DEFINITION OF TERMS

E-learning: learning conducted via electronic media, typically on the internet.

Sustainable National Development: Sustainable national development is a process of improving the range of opportunities that will enable individuals and communities to achieve their aspirations and full potential over a sustained period of time while maintaining the resilience of the environment.

CHAPTER TWO

LITERATURE REVIEW

INTRODUCTION

Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and, furthermore, recognize the efforts of scholars who have previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. 

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