assessment of availability and utilization of e-learning technologies in business education programme in tertiary institutions
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assessment of
availability and utilization of e-learning technologies in business education
programme in tertiary institutions
CHAPTER ONE
INTRODUCTION
Background
to the Study
Business
education has been described as education for and about business (Okwuanaso
& Nwazor, 2000; Nwosu, 2003). In
other words, business education teaches knowledge and competencies required in
business. Business education is
considered as the pedagogical knowledge and business competencies necessary for
teaching business attitude, concept, skills and knowledge. This could be for personal or vocational
usage or career as an administrator, manager or teacher. Business education is seen as a programme
that has promoted skills which enable an individual to function effectively and
efficiently, as an employee, or employer.
Chukwu and Ishiaku (2004) in Olumese (2007) stated that business
education is a comprehensive discipline whose instructional programme
encompasses the knowledge, attitudes and skills needed by all persons in order
to effectively manage their personal business and economic system and also the
skills needed for entry into employment and advancement in a broad range of
career. In order to achieve this
objective, the use of technology becomes very important as a means of learning
and teaching.
The use of
information and communication technology as a means of improving the efficiency
and effectiveness in business education is not in doubt. With the introduction of information and
communication technology (ICT), there
will be changes in pedagogical delivery system.
Akudulu (2006) believed that the advent of information communication
technology has given rise to the formulation of new educational objectives
which requires innovation and modification in the content, method and
evaluation strategies. According to
Omolade (2003) in Olumese (2008) the three methods that can be used in teaching
business education are through formal education, non-formal education and
informal education. Akinpelu, Adewale
and Otunla (1999) noted that these three methods can utilize information
communication technology (ICT) such as micro computers, teleconference, video
conferencing, electronic mail, cyber space and internet, computer,
teleconferencing and audio conferencing.
Others include hyper text, video text, communication satellite,
interactive cable television technique.
E-learning,
can be described as a “virtual classroom”.
Edigbo (2004) described it as a group of students assembled in a common
virtual classroom to meet an instructor on-line (that is, in cyber space). The participants enroll by sending an e-mail
to the instructor. The instructor sends
out learning materials by electronic means to each participant. Participants submit their assignments
electronically to the instructor and receive corrections later. In this way, e-learning is established.
The
Wikipedia (2010) refers to e-learning as the use of electronic media and
information communication technologies (ICT) in education. Broadly speaking, it includes all forms of
educational technology in learning and teaching. E-learning is synonymous with multimedia
learning, technology – enhanced learning (TEL), computer based interaction
(CBL), computer based training (CBT), computer-assisted instruction or computer
aided instruction (CAI), internet based training (IBT), web-based training
(WBT), online education, virtual education, virtual learning environment (VTE)
(which is also called learning platforms) and digital educational collaboration
(DEC).
E-learning
if integrated into business education programme could attract the following
benefits to the students, lecturers and other stakeholders in business
education:
Provide
access to information with the latest technologies to support professionalism
in business education (Ile and Okoli, 2003).
Enhance the
development of standard through curriculum development design and innovation,
which will put in place appropriate human and material instructional resources
for effective teaching and learning.
Help to
engage student in learning process and skills which will be useful in social
life and in the world of work.
It promotes
motivation of students and teachers to engage in research for indebt knowledge
in business education, information communication technology and general
education
According to
World Bank (2002), tertiary education is seen as the capstone of the
traditional education pyramid. As the
apex of educational structure, it is a critical pillar of human development
which provides a life-long learning framework for training high-level skilled
human capital resources in all spheres of life namely, teachers, doctors,
nurses, civil servants, engineers, humanities, entrepreneurs, scientist and
myriad of personnel(Aduwa-Ogiegbaen & Imogie, 2005). Aduwa and Imogie further maintained that
improved tertiary education is necessary for sustainable progress in basic
education. With the advent of
globalization and information revolution, education is expected to create
intellectual capacity on which knowledge production and utilization depends
on. It is also expected to play a key
role in promoting life long learning practices that is necessary for updating
people’s knowledge and skills. To
achieve this, tertiary institutions need to change their instruction modes of operation
and delivery by taking advantage of e-learning technologies, which is an
integral part of information communication technology (ICT).
Government,
particularly at the federal and state levels in conjunction with some
non-governmental organizations (NGOs) have contributed towards the promotion
and provision of information communication technology facilities and capacity
building in some Nigerian tertiary institutions. However, a bit more is needed in this
regard. The inclusion of information
communication technology courses is compulsory in all courses in Nigerian
tertiary institution and as a major feature in business education courses point
to the fact that ICT and e-learning is a necessity and of great importance, if
we are to achieve the millennium development goals of the UNESCO.
Despite the
huge financial investment by government and non-governmental agencies on ICT,
the slow pace of acquiring the needed state of the art facilities in the
universities, polytechnics and colleges of education, but e-learning tools and
technologies for business education service delivery is still unpopular,
irrespective of the fact that the new wind of change calls for its
utilization. Certain factors pose as
challenges and constraints to the utilization of e-learning technologies are
dearth of fund, irregular supply of electricity, high capital intensive nature
of ICT facilities, dearth of qualified and insufficient human resources,
traditional mentality of some teachers, and lack of dynamism to shift from old
to new instructional delivery system – e-learning.
The focus of
this research is on the availability and utilization of e-learning technologies
for effective delivery in business education programme of tertiary
institutions. If an improved tertiary
institution is necessary for sustainable progress in intellectual capacity
building in terms of knowledge and skills, business education as a field of
study provides the opportunity for teaching and learning business attitudes,
concepts, skills and knowledge for the world of work and self sustainability,
while e-learning serves as the instructional electronic media through which
business education programme is delivered.
In this regard therefore, it is important to conduct an empirical
investigation into the strategies for utilization of e-learning tools and
technologies and ascertain its effectiveness in business education programme in
tertiary institutions in the present dispensation of globalization in science,
technology and economic development.
Statement of
the Problem
The world is
technologically getting advanced. It is
sometimes referred to as a global village.
The reason for this assertion is attributed to the influence of
information and communication technology.
E-learning as a matter of fact is fast becoming popular in business
education instructional delivery method, most especially in tertiary
institutions in Europe, America, and other developed and technologically
advanced countries. In Nigeria, its
usage as instructional method of teaching and learning in business education
programme of tertiary institutions needs to be emphasized in line with what
obtains in other part of the world.
Pedagogic application of ICT involves effective learning with the aid of
computer and other information technologies serve as learning aids, which play
complementary roles in teaching and learning situations. Technologies such as e-learning necessitate
and facilitate learning. The use of new methods promotes learning at a
distance, and on one’s own and pace possible. Modeling, simulation, use of data
base, guided instruction, closed world exploration results, in changes in terms
of teaching strategy, instructional content, role of the teachers and context
of the curricular is made obvious and inevitable. Furthermore, utilization of e-learning tools
and technologies enhances motivation, help recall previous learning, and
provide new instructional stimulus for the learners.
However,
there is dearth of enough e-learning tools and technologies that are required
for teaching and learning. In addition,
many teachers and students do not have the required skills and competency in
the utilization of e-learning for impacting business education courses.
The light of
the above observations inspired the researcher’s curiosity to investigate the
availability and utilization of e-learning technologies in business education
programme in Nigeria tertiary institutions.
In addition to the above, is the rising dissatisfaction among employers
of labour on the poor performance and competencies, skills of business
education graduates in the use of e-learning technologies in the new world of
work. The implication of this is that
business education graduates becomes unemployable and unfit either in a paid
job or self employment and sustainability.
This unfortunate situation is obviously a problem which will necessitate
the need to determine the extent of utilization, possible benefits, problems
and strategies of enhancing e-learning tools and technologies in business
education programme of tertiary institutions in Delta State. This will fill the
missing gap and streamline the skills acquired in school with what is required
by the industry. Since business
education is for and about work.
Purpose of
the Study
The main
purpose of this study is to investigate the availability and utilization of
e-learning technologies in relation to teaching and learning of business
education programme of tertiary institutions in Delta State. Specifically, the
study will:
Determine
the extent to which e-learning technologies are available for use in business
education programme in tertiary institutions in Delta State.
Determine
the extent to which e-learning technologies are utilized in business education
programme in tertiary institutions in Delta State.
To identify
the major problems and constraints against the use of e-learning technologies
for pedagogical application in business education programme of tertiary
institutions in Delta State.
To determine
strategies for improving the availability of e-learning technologies for
teaching and learning of business education programme of tertiary institutions
in Delta State.
To determine
strategies for improving the utilization of e-learning technologies in business
education programme of tertiary institutions in Delta State.
Research
Questions
The
following research questions were raised to guide the study:
To what
extent are e-learning technologies available in business education programme in
tertiary institutions in in Delta State?
To what
extent are e-learning technologies utilized in business education programme of
tertiary institutions in Delta State?
What are the
major constraints against the use of e-learning technologies in business
education programme of tertiary institutions in Delta State?
What are the
strategies for improving the availability of e-learning technologies for
business education programme of tertiary institutions in Delta State?
What are the
strategies for improving the utilization of e-learning technologies for
business education programme of tertiary institutions in Delta State.
Hypotheses
The
following null hypotheses were formulated and will be tested in this study at
0.05 level of significance:
There is no
significant difference in the mean ratings of business educators in the
universities, polytechnics and colleges of education on the extent of
availability of e-learning technologies for business education in tertiary
institutions in Delta State.
There is no
significant difference between the mean ratings of male and female business
educators on the extent of utilization of e-learning technologies in business
education programme of tertiary institutions in Delta State.
There is no
significant difference in the mean ratings of business educators in universities,
polytechnics and colleges of education on the constraints against the
utilization of e-learning technologies in business education programmes of
tertiary institutions in Delta State.
There is no
significant difference between the mean ratings of male and female business
educators on the strategies for improving availability of e-learning
technologies in business education programmes of tertiary institutions in Delta
State.
There is no
significant different in the mean ratings of business educators in universities,
polytechnics and colleges of education on the strategies for improving
utilization of e-learning technologies in business education programmes of
tertiary institutions in Delta State.
Significance
of the Study
The
significance of the study is centered on the students, business educators,
educational planner, administrators and the general public. There are a lot of benefits to derive on the
use of e-learning technologies.
The findings
of the study will encourage business educators and students to develop skills
and competencies in e-learning technologies for teaching and learning in
business education programme.
Curriculum
planners will be made to design curriculum that will encourage and emphasize
technology driven education at the 21st century in business education course
contents which will improve students’ skills and competencies for employability
and self sustainability.
The study
will provide improved performance in terms of teaching and learning abilities
of business educators and students of tertiary institutions in Delta
State. It will also promote conveniences
and flexibility of students through self paced and time, as well as increased
access to instructors of best quality through share of knowledge across
boarders, viz online and internet connectivity.
Additionally,
administrators and managers of business education in tertiary institutions in
Delta State will be able to access students’ payments, records, admission,
evaluating and results, on-line registration, online assessment and exchange
programmes.
Finally,
alumni, parents and the general public will be able to access the websites of
business education programmes in tertiary institutions, Delta State for general
information, and students’ follow-up programmes.
Scope of the
Study
The scope of
this study is on the assessment of the availability and utilization of
e-learning technologies for effective delivery of business education programme
in tertiary institutions in Delta State.
Therefore, business educators in tertiary institution in Delta State
that offers business education programme are involved in the study. The institutions are Universities and
Colleges of Education.
It will
determine the extent of availability and utilization of e-learning
technologies, in tertiary business education, and constraints in teaching and
learning of business education programme of tertiary institutions in Delta
State.
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