In time past, knowledge and skills have usually been acquired in all educational institutions through the traditional mode of learning, which is mainly face-to-face instructional technique. Presently, the scenario has changed due to the advent of Information and Communication Technologies (ICTs), and the use of e-learning has taken the center stage in both the advanced and the developing worlds like Nigeria. With the arrival of the Internet and other mobile technologies across the globe, electronic learning mode of instruction is gradually being introduced into the education system to bridge the gaps in education between the citizens and as well reduce the level of illiteracy among Nigerian citizens. Consequently, this study reviewed relevant pieces of literature and gives a scholarly background to the study based on some contributions made by various researchers and institutions on the concept of e-learning concerning teaching-learning in higher educational institutions of learning. The also paper discussed the development of e-learning (electronic learning) in Nigeria; the available technological tools that support e-learning practice, and the pedagogical methodologies used to enhance this mode of instruction. It further examined the benefits of e-learning over the outmoded methods of classroom learning. Notwithstanding, the pitfalls of electronic learning were similarly outlined. The paper highlighted the obstacles that face the proper integration of e-learning in teaching-learning practice in Nigeria’s educational institutions. Lastly, the paper suggested or recommended appropriate measures to be taken for the proper implementation of an ideal e-learning instructional strategy in Nigerian educational institutions, while at the same time focusing on the future of e-learning in Nigeria.
Technological advancements have displaced most of all the traditional known mode of instruction in recent times. It has also been ascertained that teachers, who are conversant with the use of technologies in classroom instruction have much more advantages over other teachers, who are ICT illiterate/incompetent. Therefore, the major objective of this paper is to examine the Lecturers Computer Literacy/Competency Level and the Integration of Microsoft PowerPoint Software in Teaching-Learning in University of Port Harcourt Faculty of Education. It will further find out how the lecturers have effectively integrated the Microsoft PowerPoint software technology into teaching-learning practice in recent years. Based on the interviews and the existing literature, the paper will further identify the major benefits and pitfalls for the integration of Microsoft PowerPoint software in teaching-learning process in the faculty. In the same manner, the futuristic use of ICTs in the classroom environments will concisely be discussed. Nonetheless, this is a descriptive survey design method that employed the questionnaire and interviews methods to assess the teachers’ computer literacy/competency level and the integration of Microsoft PowerPoint (MS PPT) software in teaching-learning. The purposive sampling technique was used; hence, the participants in this study involved142 of all the 154 lecturers in the University of Port Harcourt Faculty of Education. The researchers used the four Likert-type scale questionnaire, ranging from “Strongly agree’’ (SA), “Agree” (A), “Strongly Disagree” (SD) and “Disagree” (D). The data gathered was analyzed using frequency counts and percentage to analyze the research questions. The findings of the research revealed that 103 (72.5%) of the lecturers are computer literate, while 128(90.2%) of the lecturers could not effectively integrate MS PowerPoint software into teaching-learning purposes. Nonetheless, valuable recommendations/suggestions were made to enhance the use of ICTs effectively in the present classroom environment.
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