Analytical study of E-learning resources in national open University of Nigeria

Ajegbomogun, Fredrick Olatunji; Okunlaya, Rifqah Olufunmilayo; Alawiye, Mariam Kehinde

doi:10.1007/s10639-016-9548-z

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…Olutola and Olatoye (2018) Olutola and Olatoye (2018) found no significant gender based and age based differences in utilization of e-learning by students in these institutions in Katsina state but there is significant difference as regards to institutions and class levels. However, most of the respondents in Ajegbomogun et al (2017) affirmed the availability and accessibility of the e-learning resources in the Abeokuta Study Center of NOUN, but they experienced irregular power supply and frequent breakdown of the server. Bupo and Ndinechi (2015) in their study in Anambra State, they found that students in the tertiary institutions in the State usually go online to check for their results and other educating material and fairly often read e-books and e-journals and other elearning applications.…”

Section: Empirical Reviewmentioning

confidence: 99%

“…Several researchers have studied e-learning and education like Osuji and Nwoke (2019), Olutola and Olatoye (2018), Ajegbomogun et al (2017), Islam and Selim (2006) but there is a gap in knowledge on studies on DTs such as e-learning and accounting education amidst issues and challenges of paucity of funds, incessant shutdown of academic activities caused by industrial actions by various staff unions and lockdowns caused by Pandemics such as COVID-19 pandemic. There is also a period gap in the time these other researches were carried out as some of them do not reflect current realities.…”

Section: Aim and Objectives Of The Studymentioning

confidence: 99%

“…Sale (2002) cited by Ogedegbe and Oyaniyi (2010) defined e-Learning as the utilization of electronic technology to convey education and training applications, monitor the performance of learners and report their progress. Ajegbomogun, Okunlaya and Alawiye (2017) opined that easy delivering of educational content is boosted by e-Learning. SHIFTeLearning (2018) stated that due to the necessity to effectively and efficiently disseminate education, limiting learning into the confine of four walls of classrooms was no longer possible.…”

Section: Introductionmentioning

confidence: 99%

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Disruptive Technology and Accounting Education in Nigeria Federal Universities: Issues, Challenges, and Way Forward

Ojukwu,

Chukwudi-Ofoedu

2023

NIU JSS

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This study aims to examine the effect of Disruptive Technology on accounting education in Nigeria Federal universities. The dimension of Disruptive Technology is Electronic Learning (e-Learning) while the measures of accounting education are quality accounting education and reduction in loss of academic time in teaching and learning of accounting. The study explored the perceptions of Accounting Students and Lecturers on Disruptive Technology and accounting education amidst issues and challenges of paucity of funds, incessant shutdown of academic activities caused by industrial actions by various staff unions and lockdowns caused by pandemics such as COVID-19. It used Expansive Learning theory as its theoretical underpinning and adopted exploratory qualitative research design. Data were collected through Online Survey questionnaire which was distributed and collated in April, 2022. Descriptive Statistics was used in data analysis. The results show that accounting students and lecturers are favorably disposed to the adoption of e-Learning in teaching and learning of accounting. The findings also support that e-Learning will improve the quality of accounting education and help reduce loss of academic time in teaching and learning of accounting during periods of industrial actions and lockdowns when adopted. The study concludes that e-Learning has a positive influence on accounting education in Nigeria Federal Universities. Therefore, recommends that Nigeria Universities Commission (NUC) should formulate guidelines on the use of e-Learning. Federal Government should provide adequate funds for Federal Universities for improved staff remunerations and welfare to avoid incessant strike actions; boost infrastructural requirements and course material developments needed for e-learning. Keywords: Disruptive Technology, e-Learning, Accounting education and Nigeria Federal Universities.

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Section: Empirical Reviewmentioning

confidence: 99%

Section: Aim and Objectives Of The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Disruptive Technology and Accounting Education in Nigeria Federal Universities: Issues, Challenges, and Way Forward

Ojukwu,

Chukwudi-Ofoedu

2023

NIU JSS

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“…Library e-resources also help learners to access reading materials (Rivo & Žumer, 2022). Scholars (Ajegbomogun et al, 2017;Anyim, 2021;Oladele & Modebelu, 2021;Oladele & Modebelu, 2021;Mugizi & Amwine, 2020;Odili et al, 2020;Olaniran et al, 2017). Nevertheless, while all the studies suggested that library e-resources are essential for implementation of e-learning, Olaniran et al (2017) did not suggesting that the effect of e-library resources on e-learning implementation still needs to be explored in different contexts.…”

Section: Tangible Resources and Implementation Of E-learningmentioning

confidence: 99%

Tangible Resources and Effective E-Learning Implementation in Selected Ugandan Public Universities

Jennifer

2023

eqr

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This study assessed the influence of tangibles resources on the effective implementation of e-learning during and beyond the COVID-19 pandemic era in public universities in Uganda. The concept of tangible resources was based on Resource Based View Theory. Universities' tangible resources for e-learning were operationalized in terms of ICT teaching facilities, access to ICT facilities, e-library resources, and university ICT implementation policies. Using a cross-sectional survey design, data were collected from a sample of 312 academic staff using a questionnaire survey. Data were analysed using descriptive statistics and structural equation modeling (SEM). The findings revealed that access to ICT facilities and university ICT policy positively and significantly predicted e-learning implementation. However, ICT teaching facilities and libraries e-resources positively but insignificantly predicted e-learning implementation. The conclusions of the study were to the effect that access to ICT facilities and universities' ICT policies are imperative for the implementation of e-learning. Nevertheless, ICT teaching facilities and libraries' e-resources do not necessarily lead to the effective implementation of e-learning. The study recommended that university managers should make effort to ensure that ICT facilities are accessible to lecturers and students, and develop policies guiding the implementation of e-learning. University managers should also make university ICT resources and library e-resources more accessible to lecturers and students.

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Perceptions of E-learning among undergraduates and academic staff of higher educational institutions in north-eastern Nigeria

Kuliya

Usman

2020

Educ Inf Technol

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Analytical study of E-learning resources in national open University of Nigeria

Cited by 6 publications

References 2 publications

Disruptive Technology and Accounting Education in Nigeria Federal Universities: Issues, Challenges, and Way Forward

Disruptive Technology and Accounting Education in Nigeria Federal Universities: Issues, Challenges, and Way Forward

Tangible Resources and Effective E-Learning Implementation in Selected Ugandan Public Universities

Perceptions of E-learning among undergraduates and academic staff of higher educational institutions in north-eastern Nigeria

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