Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach

Abstract

With the surge in information technology globally, recent efforts in sub-Saharan Africa have sought to decolonise and revitalise the process and practice of using technology for/in education, and specifically the development of context-specific pedagogies. This paper presents an analysis of the perspectives of students, lecturers and education managers regarding the blended approach to the use of technology for teaching, learning and management of educational processes. Using a range of interviews, focus group discussions, and rapid ethnography, we report on conflicting ideas and issues that point to the motive for blending, the sort of tools available and adopted, the teaching processes and learning activities the tools support, and where improvement is needed to drive acceptance and use. Findings indicate the relevance of understanding the complexities of the mundane practices of using technology in postcolonial education.