Administrators and Students on E-Learning: The Benefits and Impacts of Proper Implementation in Nigeria

Abstract

The quest for better education and knowledge acquisition has triggered the introduction, acceptance and incorporation of e-learning into Nigerian learning. The introduction of the concept of e-learning to Nigerian learning can be dated back to the 1980s, when reputable Nigerians enrolled in several universities in London. In addition, the introduction of e-learning to a premier university in Nigeria, rooted in the college of Ibadan, led to greater interest, causing locals to seek extramural work and other studies at Oxford University. This study examines the impacts that proper educational administration, policy making and implementation, as well as the adoption of e-learning, can have to fix the dilapidated Nigerian educational structure. A quantitative method of data collection was used, through well-structured questionnaires for both administrators and students issued to the four universities sampled in this study. A total of 240 questionnaires were issued to respondents, with 60 each to the different universities and with 30 each for both students and administrators. A total of 180 were retrieved, and descriptive analysis was carried out with SPSS (23). Internal consistency was determined with Cronbach’s alpha, having an internal consistency of 0.78. The findings show that all the administrators were graduates with a minimum of a Bachelor’s degree. It was revealed that 32 (17.8%) of the students possessed smartphones as gadgets for e-learning and that administrators contributed to the enhancement of student performance, hence creating impacts in their examination grades, with a mean of 2.66, being rated ‘Good’ for their performance. Unfavorable government policies and unprofessionalism of administrators in e-learning implementations were the major constraints, with a mean of 4.6. The cost of the procurement of the needed resources (data) for e-learning also impacts e-learning. Internet resources used by the students contributed to huge success in e-learning for 28 (24.6%) and 24 (21.9%) students. Although the constraints limit the effectiveness of e-learning in Nigeria, it also impacts student advancement compared with the face-to-face learning process. The government’s proactive measures will improve e-learning.

E-Learning: Shifting from Theory to Practice & Learning across Curriculum

“…It embraces the use of computers, telephones, and other electronic devices to enhance the teachinglearning process. The quest for a better and more inclusive education (knowledge acquisition) necessitated or triggered the introduction, acceptance, and incorporation of e-learning into the Nigerian education system (Sucuoglu & Andrew, 2022).…”

“…The modern or the reformed e-learning mode of instruction started with the advent and popularization of the Internet in the 1960s, and its introduction in Nigeria dates back to the '80s as earlier affirmed when respectable Nigerians started enrolling in several universities in London (Sucuoglu & Andrew, 2022). The rapid emergence of these digital technologies facilitated the efficient and reliable delivery of lectures, virtual classroom sessions, and other instructional materials and activities via the internet (Onlineeducation.com, 2020).…”

The Effects of the COVID-19 Pandemic on the Digital Competence of Educators

“…Alghizzi and Elyas [5] conducted a study to analyze the effect of learning environments (blended and online) on the reading comprehension in English of Saudi undergraduates during the COVID-19 pandemic. Sucuo glu and Andrew [6] presented a paper investigating the impact of adopting e-learning to fix the dilapidated Nigerian educational structure. Almaiah et al [7] proposed an article examining the most critical drivers influencing the adoption of smart mobile learning (M-learning) using the Technology Acceptance Model (TAM).…”