Training needs analysis of lecturers for information and communication technology (ICT) skills enhancement in Faculty of Agriculture, University of Nigeria, Nsukka

M, Seyf-laye Alfa-Sika; Liu, Mingzhu; Djaneye-Boundjou, i; Liu, Fei; Kamaletdinova, Lyutsiya; Bawa, Moctar Limam; Chen, Honghan

doi:10.5897/ajar11.1233

Cited by 9 publications

(8 citation statements)

References 8 publications

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“…This distribution pattern suggested that majority of the lecturers are matured in age. This implies that they will be able to take rational decisions in improving teaching and research in their various areas of specialization in Animal Science (Akinnagbe and Baiyeri, 2011). Similarly, it was revealed that higher proportions (46.7%) of lecturers had MSc degrees.…”

Section: Resultsmentioning

confidence: 95%

Training Needs Analysis and Factors Affecting Animal Science Lecturers’ Job Performance in Tertiary Institutions of Abia State, Nigeria

Kalio¹,

Nwaoloziri²

2017

Direct Research Journal of Agriculture and Food Science

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The training needs and factors affecting Animal Science Lecturers' job performance in tertiary institutions of Abia State, Nigeria were investigated. Thirty (30) Animal Science lecturers were purposively selected from Michael Okpara University of Education, Umudike and the Abia State College of Education Technical, Arochukwu to represent the sample population for the study. The instrument used for data collection was a structured questionnaire. The most preferred trainings needed by the lecturers were the information and technology communication (ICT) skills among others. These training needs can be fulfilled through in-service training programmes, short/certificate courses, awards of post doctorial/internships/fellowships, attending the Nigerian Institute of Animal Science (NIAS) Mandatory Continuing Education Programmes (MCEPs), engaging in online/e-learning programmes, conferences, workshops, seminars and field trips. Inadequate finance, lack of time and poor scheduling of training programmes, poor institutional financial support/sponsorship, poor institutional facilities to implement the learning experiences after training and ignorance on the existence of educational/training programmes were identified as impediments to fulfilling their training needs. It is recommended that, the University authorities should establish a Directorate of exchange and linkage that could help in sourcing for training opportunities/programmes, lecturers should be properly trained in information communication and technology (ICT) skills to gain requisite knowledge in the use of computers to source for training for opportunities. Finally, the university authorities should provide adequate institutional facilities such as laboratories, equipment, etc to enable the lecturers trained in a particular area of expertise to effectively implement their learning experiences after training.

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Section: Resultsmentioning

confidence: 95%

Training Needs Analysis and Factors Affecting Animal Science Lecturers’ Job Performance in Tertiary Institutions of Abia State, Nigeria

Kalio¹,

Nwaoloziri²

2017

Direct Research Journal of Agriculture and Food Science

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“…Because of the vast volume and complexity of information now available for health science faculties, how to use ICT tools to search, find, evaluate and use such information was also emphasised by American public health faculties [7]. Furthermore, the requirement to be able to conduct statistical analysis through relevant software was also consistent with other ICT training demands studies [7, 13]. …”

Section: Discussionmentioning

confidence: 99%

“…There are few studies addressing ICT training and health research or global health research, although some studies related to academic/research activities and ICT training are available. Training of data analysis software, such as SPSS and Nvivo, has been identified as an important demand for ICT training by faculties [ 7 , 13 ]. Additionally, training of faculty members to keep track of active research projects online, of what ICT tools are currently available to develop research proposals and track progress, and how to use social media to disseminate research have also been identified as important [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Building capacity for information and communication technology use in global health research and training in China: a qualitative study among Chinese health sciences faculty members

Wang

Abdullah

et al. 2017

Health Res Policy Sys

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BackgroundThe demand to use information and communications technology (ICT) in education and research has grown fast among researchers and educators working in global health. However, access to ICT resources and the capacity to use them in global health research remains limited among developing country faculty members. In order to address the global health needs and to design an ICT-related training course, we herein explored the Chinese health science faculty members’ perceptions and learning needs for ICT use.MethodsNine focus groups discussions (FGDs) were conducted during December 2015 to March 2016, involving 63 faculty members working in areas of health sciences from six universities in China. All FGDs were audio recorded and analysed thematically.ResultsThe findings suggest that the understandings of ICT were not clear among many researchers; some thought that the concept of ICT was too wide and ambiguous. Most participants were able to cite examples of ICT application in their research and teaching activities. Positive attitudes and high needs of ICT use and training were common among most participants. Recommendations for ICT training included customised training programmes focusing on a specific specialty, maintaining a balance between theories and practical applications, more emphasis on the application of ICT, and skills in finding the required information from the bulk information available in the internet. Suggestions regarding the format and offering of training included short training programmes, flexible timing, lectures with practicum opportunities, and free of charge or with very minimal cost to the participants. Two participants suggested the linking of ICT-related training courses with faculty members’ year-end assessment and promotion.ConclusionsThis study among health sciences faculty members in China demonstrated a high level of need and interest in learning about ICT use in research and training. The results have important implications for the design and implementation of ICT-related educational programmes in China and other developing countries.

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“…They are recognized as being required by the library and information science (LIS) profession (and other professions), where professionals are increasingly required to adjust their skills to gain knowledge of technological advances (Mahmood and Khan, 2007). ICT is also becoming widely practiced in higher education worldwide and has been confirmed to be an essential aspect of the learning and teaching process (Akinnagbe and Baiyeri, 2011). Faculty members require these skills to accomplish their daily teaching duties, starting with students’ reports, grading, presentations, lecturing, research administration and departmental tasks.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is important that faculty ICT skills be evaluated to determine their training needs, to enhance their skills and so lead them to perform at a higher level (Tasie, 2011). Faculty must know the current ICT trends, and their ICT training needs to enhance their teaching and learning (Akinnagbe and Baiyeri, 2011). The individual faculty members’ ICT skills level and knowledge differ depending on their degree of education, experience, professional development courses taken and the desire to possess such skills.…”

Section: Introductionmentioning

confidence: 99%

ICT skills evaluation of faculty members in Kuwait; Preliminary findings

Buarki¹

2016

Information Development

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This research aimed to examine the current information and communication technology (ICT) skills of faculty members at the College of Basic Education, Kuwait, to find out their ICT skills level and obtain an understanding of their training needs. A survey of 187 faculty members revealed findings on Internet access, ICT teaching courses, level of ICT skills, English language proficiency, ICT use, availability of ICT resources and ICT skills. This study recommends that faculty members update their ICT skills and assign students to use ICT, while their employer should provide suitable Internet infrastructure and professional development courses based on a training plan. Research has generated an ICT-skilled faculty member list that employers would use to check faculty members' skills before employing them. Other institutions can make use of this research as a guide to evaluating their faculty members' ICT skills.

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Training needs analysis of lecturers for information and communication technology (ICT) skills enhancement in Faculty of Agriculture, University of Nigeria, Nsukka

Cited by 9 publications

References 8 publications

Training Needs Analysis and Factors Affecting Animal Science Lecturers’ Job Performance in Tertiary Institutions of Abia State, Nigeria

Training Needs Analysis and Factors Affecting Animal Science Lecturers’ Job Performance in Tertiary Institutions of Abia State, Nigeria

Building capacity for information and communication technology use in global health research and training in China: a qualitative study among Chinese health sciences faculty members

ICT skills evaluation of faculty members in Kuwait; Preliminary findings

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