Extent of Utilization of E-learning Resources in Business Education Programme in Federal College of Education (Technical) Asaba

Extent of Utilization of E-learning Resources in Business Education Programme in Federal College of Education (Technical) Asaba

ABSTRACT

This study examined the extent of utilization of e-learning resources in Business Education programme in Federal College of Education (Technical) Asaba.

Three research questions guided the study. A descriptive survey design was adopted for the study. The total population of the study was seventy-three (73) Business Educators in Federal College of Education (Technical) Asaba. All the 73 Business Educators in Federal College of Education (Technical) Asaba were used for the study. The instrument used for data collection was a structured questionnaire, tiled: Extent of Utilization of E-learning Resources in Business Education Programme in Federal College of Education (Technical) Asaba. The instrument was validated by two lecturers; one in School of Secondary Education (Business) and the other in Educational Measurement and Evaluation, Federal College of Education (Technical) Asaba. The validated questionnaire was subjected to reliability test. Ten copies of the validated questionnaire will be administered on ten (10) Business Educators in Federal College of Education Umunze, Anambra State, using split-half method which yielded a correlation coefficient of 0.67, indicating that the instrument was reliable.

Seventy-three (73) copies of the validated questionnaire were administered on the respondents personally by the researcher with the help of two research assistants and 67 were retrieved and analyzed using frequency count and mean statistics. Findings of the study revealed that e-learning resources are available in Business Education programme, the available e-learning resources in Business Education programme in the study area are rarely used and there are factors affecting the effective utilization of e-learning resources in Business Education programme in Federal College of Education (Technical) Asaba. It was recommended among others that government should ensure the provision of more E-learning facilities in Business Education programme.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is the hallmark of technological advancement, innovation and even development. That is why the methods and strategies used in passing knowledge is very important. Instructional delivery has now taken to another level due to the advent of information and communication technology. The emergence of information and communication technologies (ICTs) and the ubiquitous connectivity of internet and networks improve man’s ingenuity and opportunities given that societies consciously depend on real-time information to be proactive and to discount the effects of environmental changes which brought about E-learning.

E-Learning is a term that encompasses a broad array of content and instruction methods, and that has come to mean a new model of education involving revised curriculum, infrastructure, teacher professional development, textbooks, and exams to provide students with technology and “21st century skills” such as creative problem solving (Justin, 2021). A particularly useful aspect of ICT in education includes accessing the enormous number of educational resources on the Internet and online libraries. E-learning refers to a learning system that we can obtain through the internet using an electronic device. We also call it online learning or online education. The ‘E’ in E-learning stands for ‘Electronic.’ Hence, the original term ‘electronic learning.’ The term may also refer to a network that can provide knowledge and skills to one or more individuals. The network can provide the knowledge or skills either to everyone simultaneously or individually. E-learning is training provided via a computer or other digital device, allowing technology to facilitate learning anytime, anywhere. E-learning refers to a learning system based on formalised teaching but with the help of electronic resources. While teaching can be based in or out of the classrooms, the use of computers and the Internet forms the major component of E-learning. E-learning can also be termed as a network enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the same or different       times (Robert, 2018).  E-learning, also referred to as online learning or electronic learning, is the acquisition of knowledge which takes place through electronic technologies and media. In simple language, e-learning is defined as “learning that is enabled electronically”. Typically, e-learning is conducted on the Internet, where students can access their learning materials online at any place and time (Austin, 2018). E-Learning most often takes place in the form of online courses, online degrees, or online programs. Online learning has numerous advantages over traditional learning methods.  Sarah (2017) defines e-learning as electronic media used for various learning purposes ranging from conventional classroom add-on functions to online substitution for face-to-face meetings with online encounters. Robert (2018) defined E-learning as instructions delivered through digital devices with the intent of supporting learning.  Johnson (2020) defined e-learning as using information and communication technologies to for enabling access to online teaching and learning resources.  They added that e-learning as using Internet technologies for enhancing performance and knowledge.  It is a learning by utilizing electronic technologies for accessing educational curriculums outside of traditional classrooms.

The introduction of computers was the basis of this revolution and with the passage of time, as we get hooked to smartphones, tablets, etc, these devices now have an importance place in the classrooms for learning (Olaniyi, 2018). Books are gradually getting replaced by electronic educational materials like optical discs or pen drives. Knowledge can also be shared via the Internet, which is accessible 24/7, anywhere, anytime. The networking of teachers, students and others can also produce a lively community sharing information, ideas and strategies (Yook and Egidio, 2019). The provision of an E-Learning system is an important factor in providing a comprehensive Information and Communications Technology solution within schools. Blackboard and other similar systems provide an easy to use, well-structured medium to assist learning and teaching because students and teachers are able to access information from anywhere around        the     world.
In recent decades, the use of information and communication technologies (ICT) for educational purposes has increased, and the spread of network technologies has caused e-learning practices to evolve significantly (Kahigi, 2018). However, any definition of e-learning must settle the issue of what is and what is not e-learning (Austin, 2018). The multiplicity of perspectives surrounding e-learning causes confusion and, sometimes, even contradictions (Obed, 2021). Not only have different concepts been attributed to e-learning, but the term has also been substituted by others, such as computer-based learning, technology-based training, and computer-based training, which actually predate the first mention of e-learning in the mid-1990s (Friesen, 2018) or the more recent online learning. Moreover, some people confuse the concept of e-learning with the concepts of a virtual campus or online courses, which can be part of the e-learning universe but do not sufficiently define it. The evolution of distance education, as a result of new technologies and the contributions of computer scientists to the field of education along with the conceptualization of education as a lifelong process, poses a major challenge for educational institutions: how to integrate these technologies into their organization and, especially, into their teaching. From simple occasional use of ICT to reinforce face-to-face teaching and learning to the use of virtual environments for courses conducted completely online according to a variety of educational models, the incorporation of ICT into the learning process is being achieved from very different perspectives and through an extensive range of formulas, albeit with one common denominator: the use of practices whose origin and pedagogical foundations lie in distance education.

The concept of e-learning refers to education or learning through the use of modern technology such as computers, digital technology, networked digital devices (INTERNET) and associated software and course ware (Wikipedia, 2014). As opposed to distance learning, e-learning is a term that is used to refer to all ICTs, networked, internet and other forms of electronic media that can be used to enhance teaching and learning so as to transfer knowledge and skills (Kasse & Balunwya, 2019). E-learning, otherwise referred to as computer-based training (CBT), internet-based training (IBT) or web-based training (WBT), includes all forms of electronically supported teaching and learning activities for learners (Alabi, 2018). In e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and graphics, can be simultaneously presented on-line to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning). E-learning is a term that describes educational technology users in fundamental structural changes that can be used to achieve significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand-held devices; expands course offerings, experiences, and learning materials; supports learning; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.

On the other hand, Business Education is a broad and integrated discipline which involves the combination of some specialised fields such as accounting, secretarial studies, entrepreneurship, human resources management, stenography, marketing among others. Osuala (2019) defines Business education as a programme of instruction which consists of two parts: (1) Office education – a vocational programme of Office careers through initial, refresher and upgrading education. (2) General business education – a programme to provide students with information and competencies which are needed by all in managing personal business affairs and in using the services of the business. Having a certificate in Business Education gives you the opportunity of choosing the teaching aspect as a profession or setting up and managing your own business by utilising the knowledge acquired from your institution of study. Njoku (2019) defined Business education as an educational programme that equips an individual with functional skills, knowledge, attitude and value that would enable him or her operate in the environment he or she finds himself or herself.  The programme exposes its learners to the knowledge and skills which will make them problem solvers in the business world. The acquired knowledge and skills is aimed at making business education graduates sought for during the recruitment of qualified and competent personnel.

Over the years, every facet of human endeavour has been completely altered by the revolution in the field of Information and Communication Technology (ICT). This technology is particularly crucial in the field of education that ultimately dictates the pace of development in other areas of life. To this end, teachers, educationists and administrators who seek to be relevant in the contemporary age are those with the prerequisite skills, competencies and capabilities to conceptualize and implement the electronic agenda for their various schools. Over the years, the primary school curriculum in Nigeria – Africa’s most populous nation has been expanded with the inclusion of many science and vocational subjects in line with modern realities (Yook and Egidio, 2019). As a result of this, the use of appropriate modes of interactive facilities is incumbent so as to ensure more effective and innovative lesson delivery and actualization of the intention of the curricular of those schools. These however, show the relevance of e-learning in our educational system.

Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery, and better utilizing teacher time that electronically or technologically learning and teaching (Wikipedia 2019). Developments in internet and multimedia technologies are the basic enablers of e-learning with consulting, contents, technologies, services and support being identified as the five key sector of the e-learning industry (European Commission, 2020). E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. Adedoyin (2018) defined ICT as totality of methods and tools that are used in gathering, storing, processing and communicating information such as digital technologies, including: computer, scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast satellite (DBS), pocket-switching, fiber optic cables, and multi-media systems for collection, processing, storage and dissemination of information all-over the world. E-learning as an aspect of ICT is relatively new in Nigeria’s educational system. It is a departure from the conventional approach in curriculum implementation. The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence.

The effective utilization of e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia course ware development among others  as well as is dearth of trained teachers for e-learning, lack of facilities, infrastructures and equipment (Obed, 2021).

Hence the need to ascertain the Extent of Utilization of E-learning Resources in Business Education Programme in Federal College of Education (Technical) Asaba.

Statement of the Problem

The role of e-learning in enhancing easy access to learning materials cannot be overemphasized. This is because it has brought about easy access to information anywhere and anytime. Which means that students can learn at their own pace without any barrier. There is a consistent system where transfer of knowledge will be continuous without any form of hindrance. However, the one-on-one teaching and learning seem to be hindered or affected by certain factors such as closedown of school as a result of outbreak of diseases and insecurity. For example, when the cases of corona virus increased, the government was left with no option but to lockdown the country for some months which greatly affected educational system.

Students seems to forget things learnt when not used for long time. When they are left out of school for a long period of time, it affects their academic performance. The only way forward is the introduction a system such as electronic learning where the children can learn without necessarily going to the school or having to meet one-on-one.

The call for application of e-learning is to infuse efficiency and effectiveness in curriculum implementation. However, studies have revealed that Colleges of Education, Federal College of Education (Technical) Asaba in particular, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia course ware development among others  as well as is dearth of trained teachers for e-learning, lack of facilities, infrastructures and equipment (Obed, 2021).

It is against the light of the above that this study is carried out to ascertain the extent of Utilization of E-learning Resources in Business Education Programme in Federal College of Education (Technical) Asaba.

Purpose of the Study

The main purpose of the study is to ascertain the extent of Utilization of E-learning Resources in Business Education Programme in Federal College of Education (Technical) Asaba.

1. The extent of the availability of E-Learning resources in Business Education Programme in Federal College of Education (Technical) Asaba.
2. The extent of the effective utilization of the available E-learning resources in Business Education Programme in Federal College of Education (Technical) Asaba.
3. Factors affecting the effective utilization of E-learning resources in Business Education Programme in Federal College of Education (Technical) Asaba.

Research Questions

To effectively carryout the study, the following questions were raised:

1. To what extent are E-learning resources available in Business Education Programme in Federal College of Education (Technical) Asaba?
2. To what extent are the available e-learning resources effectively utilized in Business Education Programme in Federal College of Education (Technical) Asaba?
3. What are the factors affecting the effective utilization of E-learning Resources in Business Education Programme in Federal College of Education (Technical) Asaba?

Significance of the Study

A study on the extent of utilization of e-learning resources in a business education program can have significant implications and benefits for various stakeholders, including students, business educators, school management, researchers, and the field of business education.

For Students, E-learning resources can offer students a more dynamic and interactive learning experience. Research on their utilization can help identify how these resources impact the quality of education and the overall learning outcomes. It can provide students with the flexibility to learn at their own pace and convenience. Understanding the extent of utilization can reveal whether students find e-learning resources accessible and beneficial.

For Business Educators, the study can help educators identify the effectiveness of e-learning resources in delivering content and engaging students. This information can guide educators in designing more effective teaching methods. Findings from the study can inform educators about the need for training and development in using e-learning resources to enhance their teaching skills.

For School Management, understanding the utilization of e-learning resources can help school management make informed decisions about resource allocation. They can invest in more effective technology and support for educators. The study can be a tool for quality assurance. It can help management assess the effectiveness of e-learning initiatives and make adjustments as needed.

For Researchers, research on the utilization of e-learning resources in business education can contribute to the body of knowledge in education technology and its application in business education. It can lead to academic publications and further research. Researchers can identify best practices and benchmarks for integrating e-learning in business education by studying the extent of utilization in various contexts.

Finally, for the Field of Business Education, understanding the extent of e-learning utilization can drive innovation and adaptation within the field of business education. It can encourage the integration of modern technologies and methods into curricula. The study helps the field to gain a competitive edge by offering a more attractive educational experience to prospective students.

Scope of the Study

This study is focused on the extent of Utilization of E-learning Resources in Business Education Programme in Federal College of Education (Technical) Asaba. With particular emphasis on the availability, Effective utilization and the factors affective the effective utilization of e-learning resources. The respondents of the study are Business Education students in Federal College of Education (Technical) Asaba.

Pages:  53

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.