TECHNOLOGY BASED LEARNING AS A METHOD OF TEACHING IN NIGERIA

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Technology based learning is not a new phenomenon in the promotion of education in some regions of the world. Currently, certain Nigerian universities use it to encourage distant learning and lifelong learning. Virtual Learning After-Sale (2002) employs electronic technologies to give education and training applications, assess learner performance, and report student progress.

Hedge and Hayward (2004) have defined this technique as an innovative strategy to developing interactive, well-designed, interactive learning and interactive e-learning learning environments for everyone, anytime, anywhere. using the Internet and digital technology, taking into account the principles of instructional design. It's about learning using computers. At present, computer learning is essentially an online technique of acquiring knowledge on the Internet or an offline CD-ROM. Online incorporates the use of Internet Explorer / Navigator. It might be in audio, visual or audio/visual form (Arbaugh, 2000).

The process and uses of virtual learning technologies include computer-assisted learning, web-based learning, virtual learning, blended learning, hybrid learning, Internet networked learning, television learning, computer-assisted learning, and digital content collaboration. , Audio and/or video cassettes, satellite television and CD-ROMs (Arbaugh, 2000, Achuonye, 2004, Ukoha, 2007). In Nigerian schools, virtual learning is most typically used in the form of CD-ROM course notes, which can be read at the leisure of the learner.

The issue with this strategy is that the number of pupils per computer on which these features are provided is not interactive when compared to the amount of time spent in class. Some organizations have taken over the use of intranet resources. However, due to the ongoing power supply issue and the high operating costs of the generator, this is not effectively maintained. The Cyber Café is frequented by the majority of Nigerian students. However, because people of varying intensity are connected to the Internet at the same time, and the issue of bandwidth arises, a multimedia interaction software cannot be run. Despite these and other obstacles, universities such as the University of Ibadan, the Obafemi Awolowo University, the University of Benin, Abuja University, the University of Lagos, and the Open University of Nigeria rely on virtual learning capabilities. The number appears to be quite low (in comparison to other parts of the world and the value of virtual learning for economic development), as most institutions are localized and have bandwidth and, more crucially, electrical constraints. Although most educational institutions (both private and public) have begun to establish their ICT centers just for Internet services, the other components of the virtual learning center have been overlooked.

1.2 STATEMENT OF THE PROBLEM

The advent and spread of new information and communication technologies (ICTs) has spurred an inexorable revolution in education, notably in teaching and learning (Ukoha, 2007). The Internet and the ICT have hastened the revolutionary speed, including the advancement of e-learning. E-learning has provided access to a new dimension for the majority of open learning and remote learning providers. Although the nations themselves praise open and distance learning (ODL) as a way to solve the problem of widespread access to education, learning E-11 further expands borders by reducing the distance between education and allowing people living in the region to access education at any time, at their own pace, and from any location (Lee, Hong, and Ling, 2002). Online learning or online education allows students to communicate independently with their learning materials, learning resources, and tutors. It is the collaborative application of technology and communication technologies to improve the learning experience (Arbaugh, 2000). This has the potential to alter how we teach and learn throughout the school year (24 hours a day, 7 days a week). This has the potential to raise the bar and encourage participation in lifelong learning. It is vital to remember that e-learning incorporates the use of virtual technology in the process of teaching, assessment and learning, just as e-learning via networking technologies does as asserted by Lee, Hong, & Ling (2002). As a result, the study investigates the impact of technology approaches on literacy.

1.3 OBJECTIVES OF THE STUDY

The primary objective of this study is to examine technology based learning as a method of teaching in Nigeria. Other objectives of this study are:

i.          To examine the effect of technology on teaching

ii.        To determine the various technology tools used in teaching

iii.      To determine the challenges encountered when using technology to teach

iv.      To proffer solutions to these challenges

1.4 RESEARCH QUESTIONS

The following research questions which are in line with the objectives of this study will be answered:

i.          What are the effects of technology on teaching?

ii.        What are the various technology tools used in teaching?

iii.      What are the challenges encountered when using technology to teach?

iv.      What are the possible solutions to these challenges?

1.5 SIGNIFICANCE OF THE STUDY

Attempting to address this topic could provide a diagnostic basis for resolving e-learning problems or hurdles, as well as the prospects for e-learning in Nigerian higher education. It may also be beneficial to shift students' and teachers'/lecturers' perspectives on virtual learning. It also identifies the government's responsibility in advancing virtual learning by making virtual learning materials available.

Furthermore, teachers/lecturers, students, and the government are being educated on the challenges and opportunities of e-learning in Nigerian higher education.

In addition, this study will contribute empirically to the body of existing literature and it would serve as a reference source to students or other researchers who might want to carry out their research on the similar topic.

1.6 SCOPE OF THE STUDY

This study will be focusing on technology based learning as a method of teaching in Nigeria. Specifically, this study will focus on examining the effect of technology on teaching, determining the various technology tools used in teaching, determining the challenges encountered when using technology to teach and proffering solutions to these challenges.

This study will be using lecturers and students of the University of Uyo as enrolled participants for the survey.

1.7 LIMITATIONS OF THE STUDY

This study will be limited to technology based learning as a method of teaching in Nigeria. Specifically, this study will be limited to examining the effect of technology on teaching, determining the various technology tools used in teaching, determining the challenges encountered when using technology to teach and proffering solutions to these challenges.

This study will be delimited to lecturers and students of the University of Uyo as enrolled participants for the survey.

1.8 DEFINITION OF TERMS

Technology: Technology is the sum of any techniques, skills, methods, and processes used in the production of goods or services or in the accomplishment of objectives, such as scientific investigation.

Learning: Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants.

Teaching: the occupation, profession, or work of a teacher.

Get this material NGN 5,000

Message Us on WhatsApp  »