Factors Influencing Adoption of E-Learning Pedagogical Designs by Business Educators

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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is a veritable tool for human and national development. National development
relies strongly on educational advancement, which in turn relies on technological development.
As an aspect of vocational education, business education plays a vital role in national
development. Business education is an academic programme offered in tertiary educational
institutions geared towards the acquisition of knowledge and skills needed in the work place
(Oladunjoye, 2016). One crucial need in the current business world is the ability to use computer
programmes for different purposes. The recent developments, globalization, and changing
demands for new skill sets in the job market have necessitated the need for a new teaching and
learning paradigm. This implies that business educators must ensure quality teaching in line with
the current global technological changes. For general re-orientation on the way business
education courses are taught and to promote business education in general for effective
acquisition of appropriate e-skills, business educators need to change their conventional way of
instructional delivery.
The conventional way of instructional delivery entails that the teacher coordinates the
learning process by giving out the learning materials in class as students listen and possibly take
notes. At appropriate times, assignments and class activities are given by the teacher to evaluate
students’ comprehension of what was taught. However, this delivery method may not be student-
centered as students’ participation may be restricted to only what the teacher permits in class.
Consequently, the teaching mode is single. In the teaching process, the teacher is the centre, and
the teaching process emphasizes system and completion but few thinking space for students. The
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main experience is insufficient or lack subjective experience, which may lead to many students
losing interest in the learning because their initiative and enthusiasm cannot be fully exerted in
the classroom.
In the classroom, it is expected that educators adopts strategies that will inspire and
engage learners. Hence the need to integrate technology into the teaching and learning process to
help close the gap created by conventional teaching methods. In addition to engaging students in
the teaching and learning process, business educators are also expected to equip students with
technical skills to be relevant in the labour market upon graduation. A recent briefing by the
world Economic Forum (WEF) (2020) has reported that employers are increasingly warning of a
disconnect between the skills required in the workplace and the training being provided-
highlighting the need to foster more technical talent if countries want to remain competitive. This
lack of technical expertise among graduates negatively impacts their career by limiting their
opportunities in the labour market. The requirements of today’s job market mean that a
university degree is too one dimensional a qualification to guarantee success. There need to be
modifications to education and training system to re-align students with the market need. With
the current needs of shaping 21st-century classrooms in schools, the use of technology has
become compulsory for business educators to incorporate in the classroom (Rong and Noor,
2019). The 21st Century is characterized by technological innovations that are applicable in
education, therefore education in the 21st-century global knowledge economy requires a
paradigm shift in the delivery system to match the emergent new knowledge, attitudes, skills,
and technologies.
One of the phenomena that are engineering a shift in the nature of learning and the
delivery system is e-learning which has been globally viewed as the major channel for equipping
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learners with knowledge and skills necessary for an effective life in a technology-driven society.
Ilechukwu and Njoku (2014) described e-learning as the intentional use of networked
information and communication technology in teaching and learning. Similarly, Nwosu and
Ogbomo (2012) defined e-learning as the use of ICT which includes computers, network
communications, and mobile technologies to enhance and extend learning. It encompasses the
usage of audio and video devices, synchronous and asynchronous processes, individual and
group arrangements, social media, discussion boards, and any other electronically enabled
communication tools in the education process (Bupo, 2019). According to Federal Ministry of
Education (2019), the current initiatives and strategies includes introduction of e-learning and
application of ICT to Distance and Open Learning at all levels. E-learning allows learners
whether far or near have easy access to quality learning materials, robust and unlimited
interaction with instructional content.
E-learning offers a lot of benefits which include formal and informal educational
opportunities that were not possible to numerous learners in the past. It enables learners and
teachers to accomplish objectives in the shortest time and with the slightest amount of effort.
Ofojebe, Olibie, and Chukwuma (2015) pointed out that e-learning has contributed a lot to the
improvement and development of teachers’ profession and instructional delivery. It offers easy
access to any type of information required for academic purposes, and also enables students and
teachers to generate, explore and share knowledge more easily. E-learning helps instructors in
monitoring students’ academic progress, assessing students’ learning performance, providing
feedback to students, and facilitating collaboration with colleagues (Arkorful and Abaidoo, 2014;
Nwaokwa, 2015).
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E-learning consists of learning that utilizes ICT and instructional media in form of
hardware and software technologies (Anowor in Ezenwafor and Nwaokwa 2017). These
technologies assist the users in the development and transformation of skills and concept-based
knowledge which help to deliver and make education and information accessible to its users.
According to Eze, Okoli, and Ehushie (2017), the gains derivable from the utilization of these
facilities and technologies in teaching and learning are innumerable. Adeoti and Adebayo (2014)
asserted that e-learning is a ground-breaking approach for delivering electronically, well-
designed, learner-centred, and interactive learning environments in either synchronous or
asynchronous form. Proper adoption and application of e-learning as an important factor in this
information age, holds a great promise for improving teaching and learning in educational
institutions.
In educational institutions, the application of e-learning entails the use of a whole range
of technologies involved in information processing and electronic communication such as
computers, the internet, e-mail, computer software, satellite, mobile communication gadgets, and
other allied electronic devices for dissemination of knowledge and information. It focuses on the
use of ICT in teaching and learning and requires that instructors or teachers must have a clear
understanding of the tools used in creating the content and developing components of online
courses. This includes knowledge of pedagogical design, process analysis design as well as
development and implementation of these designs in the classroom.
Pedagogical Design (PD) is the process of analyzing learning goals, specifying the
expected learning outcomes, and organizing both the learning content and resources in a manner
to ensure the achievement of the stated goals (Akudolu, 2012). Pedagogical design simply means
the interactive process between teachers and learners through the planning or working out of the
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e-learning resources. This implies that e-learning pedagogical designs aim at bridging the gap
between the learning content and technology to ensure effective learning. It is the platform
through which learning occurs as the learner comes in contact with both the content and the
technologies. There are many pedagogical designs for e-learning that could be applied in
instructional delivery by business educators to achieve learning objectives. These include hybrid
learning, flipped learning, inverted learning, collaborative learning, Computer-Based Training
(CBT), Web-Based Training (WBT), blended learning, tele-teaching, virtual learning, digital
storytelling among others. However, this study will cover four major pedagogical designs for e-
learning, namely; blended learning, tele-teaching, virtual learning and digital storytelling as
identified by Akudolu (2012).
Blended learning as an aspect of e-learning refers to a learning encounter in which face to
face or traditional teacher-learner instruction is combined with technology-mediated instruction.
Similarly, Kiviniemi (2014) defined blended learning as the learning model that combines online
and face-to-face components into one module that is viewed as one course. The Blended learning
approach is the approach that combines classroom learning and online learning processes (Noni,
Abdullah, and Ismail, 2017). Blended learning may be in form of a flipped classroom where
students learn content online by watching video lectures, usually at home and homework is done
in class with teachers and students discussing and solving questions (Adirika and Ikwuka 2020).
According to Lalima and Dangwal (2017), blended learning is an innovative approach that
encourages the synchronization of the advantages of both traditional teachings in the classroom
and ICT-supported learning modules (offline or online). In blended learning, the teacher attempts
to synchronize face-to-face learning experiences with online learning experiences to give the
students a taste of the two approaches. Each approach complements the other. For instance,
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lecture materials can be provided online for students to study whenever and wherever they can
connect to the internet, thereby freeing up class time which can be used for more practical
examples and explanations (Kiviniemi, 2014). Blended learning approaches increase access and
flexibility for learners. With the various definitions that several authors have given concerning
blended learning, in this study, blended learning is viewed as the combination of conventional
face-to-face instruction with an online learning approach, taking into consideration the learning
objectives, to produce a blend that is more student-centred. One of the online learning
approaches that could be combined with conventional face-to-face instruction to produce a blend
is virtual learning.
Virtual learning which occurs in a virtual learning environment is a system constructed
through the internet which incorporates several same virtual models for tests, homework, classes,
classrooms and academic fields. Akudolu (2012) noted that virtual learning is an e-learning
process in which a learner stays in one place and explores as well as interacts with knowledge
anywhere and anytime through electronic means. This pre-supposes the implementation of study
activities online where tutors and learners are physically separated (in terms of place, time or
both). Virtual learning offers a possibility to the attendees to share different resources at once
and work with them as if they were at the same place where (real) resources are. According to
Skhephe, Mantlana and Gobingea (2020) virtual classroom is a learning environment that is
created (and subsequently sustained) within a computer-generated space. A virtual learning
environment allows communications and information sharing with other participants and
instructors’ and provides access to a wide range of assets and resources. In the context of this
study, virtual learning is a mode of instructional delivery which allows online, interactive
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collaboration between students/learners and educators/teachers. Virtual learning can be
supported by tele-teaching in a bid to impart distance learning.
Tele-teaching is another e-learning pedagogical design that creates video content so that
students can get quality education in the comfort of their homes. Akudolu (2012) noted that tele-
teaching as a form of teaching can be done synchronously (involving verbal and non-verbal
communication between teacher and learners) or asynchronously (involving delayed or not-at-
the-moment interaction). Similarly, Reichenberger, Austin, Oakes, Lane, and Buckman (2020)
opined that tele-teaching may be in form of preparing information to share with students and
families or preparing lessons for delivery synchronously or asynchronously. Tele-teaching can be
done as local lectures to online students which can happen anytime, anywhere. The main goal of
tele-teaching is to impart distance independence education with the use of Information and
Communication Technology (ICT). Tele-teaching medium included various technology such as
computer-mediated communication technologies, interactive TV, telephone and telefax, TV
software, radio, multimedia network, video and smart boards (Rani and Surana, 2015). Having
reviewed different scholars’ definitions of tele-teaching, in this study, tele-teaching is an
instructional medium through which lectures and course materials are pre-recorded or published
online. In other words, tele-teaching can be used as a reference book anytime, anywhere.
Another pedagogical design to be considered in this study is digital storytelling.
Digital storytelling has become a worldwide phenomenon, with practitioners from across
the globe creating digital stories to integrate technology into the classroom. According to Dalim,
Azliza, Ibrahim, Zulkipli and Yusof (2019), digital storytelling is one of the new pedagogical
tools that calls upon students’ creativity and helps them to learn by doing. Lambert (2010),
defined digital storytelling as a 2-5 minutes audio-visual clip combining photographs, voice-over
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narration and other audio. Digital storytelling can take any forms and ultimately refers to any
narrative created and shared using digital tools (Davis, Waycott and Schleser, 2019). Digital
storytelling allows computer users to become creative storytellers through the traditional
processes of selecting a topic, conducting some research, writing a script and developing an
interesting story. The application of digital storytelling in teaching and learning empowers
students in a variety of ways, including intellectually, culturally and creatively. Also digital
storytelling allows students to evaluate the reality that surrounds them and produce their own
interpretation of it. As an instructional tool, teachers have the option of showing previously
created digital stories to their students to introduce content and capture students’ attention when
presenting new ideas (Robin, 2008). In the context of this study, digital storytelling is a modern
expression of the ancient art of storytelling by using digital media to create media-rich stories to
tell, share and preserve. The application of these e-learning pedagogical designs by lecturers
should be considered to promote and improve teaching and learning and also to ensure that
lessons are effectively delivered within tertiary institutions.
Tertiary institutions are paramount in the process of production of quality manpower for
the management of various sectors of the national economy. According to Kituyi and Tusubira
(2012), the application of e-learning pedagogical design in tertiary institutions should be done
gradually because it involves several groups of interest like students, lecturers, technicians and
policymakers among others. Several salient issues concerning costs, quality assurance and
organizational culture among others often emerge during the process. Given that higher
education forms the knowledge foundation for basic professional understanding and
development of new skills for in-depth information acquisition, tertiary institutions including
those offering business education need to re-think their roles, revise their curricula according to
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changing demands and provide the services and methods of instruction that are demanded by
their clientele. However, several challenges are facing tertiary institutions in developing
countries including Nigeria as they seek to apply e-learning in instructional delivery. Some of
these challenges are associated with the demographic variables of the individuals involved in the
application of e-learning pedagogical designs in instructional delivery. Some of these
demographic factors includes; age, gender, teaching experience, e-learning experience among
others. However, in this study, two demographic factors are considered, namely; gender and age.
Gender is a factor that could come to focus in the context of an e-learning application.
Business educators used in the study are males and females of different age brackets which may
influence their application of e-learning pedagogical designs. For instance, Mcknight-Tutein and
Thackaberry (2011) asserted that there was a strong body of evidence which suggested that
females learn differently from males, which make females inherently more successful in the e-
learning environment. Mcknight-Tutein and Thackaberry believed that females are uniquely
positioned to be effective learners because they use affective learning methods which includes
learning with music, laughter, progressive relaxation, among others, that allow them to learn in
relational ways by drawing on connections. On the contrary, Chiaha, Eze and Ezeudu (2013)
discovered that gender does not affect the utilization of e-learning facilities in tertiary institutions
in south-east Nigeria because male and female lecturers were exposed to the same environmental
learning conditions when they were students. However, this study sought to examine the level at
which male and female lecturers applied e-learning pedagogical designs in instructional delivery
and to discover if gender differences observed by other researchers are similar to that of this
study. Therefore, considering gender in this study could yield useful practical information to the
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study. In addition, these lecturers are of different age brackets which may influence their
application of e-learning pedagogical designs.
In respect of age, literature is replete with suggestions that age is a factor that might
moderate teachers’ use of technology. The age of the business educators captures the digital
divides (the digital natives and the digital migrants). According to Zur and Zur (2011), digital
native is a term for people born in the digital era while digital migrants refer to those born before
about 1964 and who grew up in a pre-computer world. In this study, business educators between
the ages of 35 and below are referred to as digital natives (those born in the present digital era)
while business educators above 35 are termed digital immigrants (those born in the analogue
era). Tarhini, Hone and Liu (2014) found that age plays an important role in the acceptance of
technology because age moderates the relationship between perceived ease of usefulness,
perceived usefulness, social norm, self-efficacy and behavioural intention. In contrast, Fleming,
Becker and Newton (2017) found no moderating effect of age on imparting either future use
intentions or satisfaction with e-learning. Aldowah, Umar, Ghazal (2019) also failed to find a
moderating effect of age on e-learning technology related experience. Therefore, age is one of
the predictors for applying e-learning pedagogical designs in instructional delivery, thus the need
to consider age in this study. However, several problems are facing tertiary institutions in their
quest to apply e-learning pedagogical designs in instructional delivery.
In instructional delivery, a particular technology may have great pedagogical potential,
but until it is applied properly, it may not positively affect the teaching-learning processes.
Therefore the effectiveness of technology for pedagogical purposes depends on the technology
itself and its users (Moradi and Chen, 2019). Similarly, Fadare (2015) argued that one of the
major problems facing the successful application of e-learning in instructional delivery is the
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incompetence of the educators to utilize the ICT infrastructure to impart the required knowledge
to the students. Although most business educators are not trained with modern office equipment
and technologies and thus still depend only on lectures and whiteboards method for delivering
their lessons to students, a quite number of them had attended seminars and undergone training
to keep pace with the evolving new designs and emerging technologies for the 21 st century
classroom. The major issue facing business education programmes is how e-learning can be
integrated into instructional delivery and also how to ensure that both lecturers and students
adopt and apply e-learning designs that are most appropriate for achieving the objectives. It is
against this background that this study was conceived to ascertain the level of application of e-
learning pedagogical designs by business educators in tertiary institutions in Anambra State.
1.2 Statement of the Problem
Business education is a collaborative programme or course of study in which the
educational and industrial sectors of an economy in partnership, prepare individuals to
adequately fit into both industry and classroom as professionals. The current business world and
workplace requires that graduates be equipped with technical expertise, skills and knowledge to
increase their opportunities in the labour market and also to keep abreast with the market need.
This could be facilitated by the application of e-learning designs in instructional delivery.
Business educators are expected to adopt instructional methods, strategies and designs that will
expose and equip learners with the current technological competencies required to perform
effectively in the workplace. Unfortunately, it seems not to be so as business educators appear to
have predominantly delivered instructions using the conventional or face to face teaching
method. In addition, it appears that business educators still present course materials to students in
hard copies. This could be as a result of some contributory factors which includes; business
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educators’ attitude to the acceptance of technology (perceived usefulness and perceived ease of
use), behavioural intention to use technology, technical knowledge, curriculum design, stability
of internet services and business educators’ pedagogical skill. The conventional teaching method
leaves students with little or no room to contribute to knowledge. In the information age, learners
are perceived as constructors of knowledge.
With rapid advances in technology, the nature of knowledge and learning for the
information age is no more the same as that of the industrial age and this has a major implication
for the strategies to be used for inspiring and engaging today’s learners who have grown up
surrounded with digital media and are used to having instant access to information. Application
of e-learning pedagogical designs, therefore, becomes imperative in instructional delivery to
inspire, engage and arouse students’ interest to learn, which could in turn foster effective
teaching and as well enhance learning outcomes. However, it seems that the level at which e-
learning pedagogical designs have been applied in instructional delivery by business educators is
low and in most cases non-existence.
Consequently, business educators could be hindered from utilizing the educational
potential of technology to transform teacher-centred activities into student-centred activities and
also it may become difficult for business educators to manage a large class effectively, therefore,
making teaching stressful. On the other hand, students may lack the requisite digital skills needed
for jobs in the 21st century labour market because they were not exposed to these modern
technologies in the teaching and learning process.
Despite the numerous advantages of the application of e-learning pedagogical designs
toward enhancing teaching and learning outcomes, the level at which they are applied by
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business educators in tertiary institutions in Anambra State appears very low or uncertain. This
situation prompted this study to provide empirical evidence on the level of application of e-
learning pedagogical designs by business educators in tertiary institutions in Anambra State for
informed remedial actions by relevant stakeholders.
1.3 Purpose of the Study
The main purpose of the study was to ascertain the level of application of e-learning
pedagogical designs by business educators in tertiary institutions in Anambra State. Specifically,
the study sought to determine the level at which business educators apply:
1. Blended learning in instructional delivery in tertiary institutions in Anambra State.
2. Virtual learning in instructional delivery in tertiary institutions in Anambra State.
3. Tele-teaching in instructional delivery in tertiary institutions in Anambra State.
4. Digital storytelling in instructional delivery in tertiary institutions in Anambra State.
1.4 Significance of the Study
The findings of the study when published would provide comprehensive and valid
information on the level of application of e-learning pedagogical designs by business educators
in Anambra State. The findings will be of immense benefit to business educators, business
education students, school management, curriculum developers and future researchers.

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The findings of this study will help to ascertain the extent to which business educators
apply e-learning designs in instructional delivery. It will also reveal to business educators areas
to build their capacity to improve their utilization and application of e-learning designs, manage
large classes and effectively conduct teaching and learning processes. This will enable them to
understand the need to use e-learning designs in planning their course content and to constantly
update their ICT skills to impart the required skills, knowledge and competencies to their
students for relevance in the fast-changing environment and global competitiveness.
Business education students will benefit from the findings of this study in that the
effective application of e-learning pedagogical designs in instructional delivery would enable
them to have access to a wide range of information resources and be equipped with digital skills
for the job market. The result of the study will also make learning easy for the students and
thereby reduce stress for them.
Furthermore, school management will be informed through the findings of this study on
the level of application of e-learning pedagogical designs and areas that need improvement for
the effective integration of e-learning for instructional delivery in business education. School
management will use the information provided to make recommendations to the government for
support in e-learning resources to enhance management of massive undergraduate enrollment as
students may not be required to be physically present before they can learn.
The outcome of this study will also benefit curriculum planners by reminding them of the
need to take urgent and necessary steps towards reviewing the existing curriculum and course
specifications of the business education programme. Curriculum planners will use the
information provided to ascertain the level of application of e-learning designs by business

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educators in instructional delivery. This will expose them to the need to incorporate e-learning
designs that are interactive, student-centred and problem-solving in nature for effective teaching
and learning in the business education curriculum.
Additionally, future researchers and writers will benefit from the study as the findings
will provide a basis for further studies and subsequent widening of knowledge in the field.
Researchers will find the work very useful in their review of related literature.
1.5 Scope of the Study
The study focused on the level of application of e-learning pedagogical designs by
business educators in tertiary institutions in Anambra State. Four e-learning pedagogical designs,
namely; blended learning, virtual learning, tele-teaching and digital storytelling will be covered.
Only business educators in public tertiary institutions in Anambra State took part in the study
and moderator variables are restricted to the gender and age of the subjects.
1.6 Research Questions
The following research questions guided the study:
1. What is the level of application of blended learning in instructional delivery by business
educators in tertiary institutions in Anambra State?
2. What is the level of application of virtual learning in instructional delivery by business
3. What is the level of application of tele-teaching in instructional delivery by business

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4. What is the level of application of digital storytelling in instructional delivery by business
1.7 Hypotheses
The following hypotheses were tested at a 0.05 level of significance:
1. Male and female business educators in tertiary institutions in Anambra State will not
differ significantly on their level of application of blended learning in instructional
delivery.
2. Business educators in tertiary institutions in Anambra State will not differ significantly
on their level of application of blended learning in instructional delivery as a result of age
(35yrs and below, and above 35yrs).
differ significantly on their level of application of virtual learning in instructional
delivery.
on their level of application of virtual learning in instructional delivery as a result of age
differ significantly on their level of application of tele-teaching in instructional delivery.
on their level of application of tele-teaching in instructional delivery as a result of age

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differ significantly on their level of application of digital storytelling in instructional
delivery.
on their level of application of digital storytelling in instructional delivery as a result of
age (35yrs and below, and above 35yrs).
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The review for this study was organized under the following subheadings.
Conceptual Framework
Theoretical Framework
Technology Acceptance Model (TAM)
Constructivist Learning Theory
Theoretical Studies
Application of Blended Learning Pedagogical Design
Application of Virtual Learning Pedagogical Design
Application of Tele-teaching Pedagogical Design
Application of Digital storytelling Pedagogical Design

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Components and Objectives of Teaching Business Education Programme
Status and Application of E-learning in Nigerian Universities
Benefits of Adopting E-learning in Business Education Instructional Delivery
Empirical Studies
Level of Application of Blended Learning in Instructional Delivery
Level of Application of Virtual Learning in Instructional Delivery
Level of Application of Tele-Teaching in Instructional Delivery
Level of Application of Digital Storytelling in Instructional Delivery
Summary of Review of Related Literature
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2.1 Conceptual Framework
Gender may
determine the
Blended learning
application
E-learning
Virtual learning Instructional
pedagogical
designs delivery
Teleteaching
Age may
determine the Digital
application storytelling
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Figure 1: Schematic Representation of the Conceptual Framework
From figure 1 above, it is expected that business educators train students to acquire knowledge
and skills needed in the workplace so that upon graduation, students can fit into both industry
and classrooms as professionals. Currently, ICT is trending, and the need arises to equip students
with the requisite digital skills needed for a job in the 21 st century labour market. To achieve this,
it is expected that business educators apply e-learning pedagogical designs which includes,
blended learning, virtual learning, tele-teaching and digital storytelling in instructional delivery.
However, the level to which business educators apply e-learning pedagogical designs in
instructional delivery may be determined by their gender and age.
2.2 Theoretical Framework
This study is anchored on Technology Acceptance Model (TAM) and Constructivist Learning
Theory which are reviewed below:
2.2.1 Technology Acceptance Model (TAM)
Technology Acceptance Model (TAM) was postulated by Fred Davis and Richard
Bagozzi in 1989. The theory is an information system theory that models how users come to
accept and use ICT in the classroom. The model proposes that when users are presented with
novel technology, several factors influence their choice of using it. Such factors as Perceived
Usefulness (PU) which is all about the degree to which a person believes that using a particular
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system would enhance his or her job performance as well as Perceived Ease-of-Use (PEOU)
refers to the degree to which a person believes that using a particular system would be easy and
effortless. This means that the more the person thinks of technology as being easy to use, the
greater probability he or she will be willing to adopt and use such technology.
Consequently, Davis and Bagozzi reasoned that the key to the use of any new technology
was to first understand and accept the usefulness of the technology in question, which could be
assessed by asking individuals about their future intentions to use the new technology. The more
positive the responses to the factors of perceived usefulness and perceived ease of use, then the
more positive attitudes of teachers will be to the use of ICT and the more likely they will be to
use ICT in their teaching.
The relevance of this theory to the present study is that when business educators have
positive attitudes towards the usefulness and ease of use of e-learning pedagogical designs, they
will be interested and motivated to apply them in instructional delivery. Furthermore, this model
will enable business educators to understand the usefulness and the ease of application of e-
learning pedagogical designs and that it is a new pedagogy that facilitates teaching and learning
which can help minimize the burden of teaching which was previously teacher-centred, non-
interactive and all-demanding on the part of the lecturers. They will see the need to apply e-
learning pedagogical designs which are usually student-centred, interactive and less demanding
on their part for instructional delivery. However, this theory has the limitation of focusing only
on Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) on the part of business
educators and did not consider or focus on the learner and the learning process which should
emphasize more on the learner, hence the “Constructivist Learning Theory”.

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2.2.2 Constructivist Learning Theory
The Constructivist learning theory is of the view that learning occurs through an active
process of creating knowledge based on previous knowledge. Contributors to this theory are Jean
Piaget (1972) and Lev Vygotsky (1980). Piaget propounded the cognitive constructivist learning
theory which premises that we build or construct new knowledge based on our existing
knowledge and our understanding of the world around us. Vygotsky propounded the social
constructivist learning theory which emphasizes that learning occurs based on the interactions of
students with other students. Vygotsky opined that children are active learners and they can
construct their knowledge based on their level of experience. The theory stated that there are
multiple ways of understanding knowledge; reality is created by an individual; and, knowledge
comes from a personal interpretation of interactions with the world. Constructivism learning
theory holds that learning is an active construction of new knowledge based on a learner’s prior
experience. Therefore, the teaching and learning process must be related to the practical real
world so that the classroom is designed and shaped in such a way that the teacher and students
can share their knowledge and experience actively.
The theory views the formation of knowledge as an active subject that creates cognitive
structures in their interactions with the environment. Cognitive interaction will occur as far as
reality is structured through the cognitive structure created by the subject itself. Learners must
actively develop their knowledge, not others. Learners must be responsible for their learning
outcomes. Their creativity and liveliness will help them to stand alone in their cognitive life.
Constructivists see learners as being active rather than passive so they will be the centre of the
learning, with the instructor playing advising and facilitating roles. That will encourage the
learner to arrive at his or her version of the truth, influence his or her background, culture or
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embedded worldview. Learning should be an active process employing keeping learners active
with high-level activities such as asking learners to apply information in practical solutions,
facilitating the personal interpretation of learning content, discussing topics within a group,
assessment and so forth.
Constructivism holds that meaningful learning occurs when students construct and give
meaning to knowledge based on their prior experiences and background knowledge. It also
recognizes that challenging and helping students to correct their misconceptions is essential to
effective learning. The strengths of constructivism lie in its emphasis on learning as a process of
personal understanding and the development of meaning in ways that are active and
interpretative. In this domain, learning is viewed as the construction of meaning rather than as
the memorization of facts. The guiding principle of constructivist learning theory is the learner’s
own active initiative and control in constructing learning and personal knowledge, therefore the
self-regulation of learning.
The relevance of this theory to the present study is that it helps in promoting learners’
active engagement in the teaching-learning process. Since the educational environment is
moving from teacher-centered to student-centered teaching learning, the constructivist
perspective increasingly is being used to design and develop e-learning experiences. E-learning
based on constructivism, forces learners to be actively involved in the educational process and to
use creative thinking to build a knowledge base. Constructivism learning theory, which focuses
on knowledge construction based on learner’s previous experience is a good fit for e-learning
because it suggests a way to restructure the learning environment that will make transfer of
knowledge more effective. E-learning helps to engage students’ curiosity and thus initiate
learning leading to critical and analytical thinking. It promotes social interaction, problem-
23
solving and enables students to make meaning out of information. It helps to make learning not
only to be active, high thinking and retentive but also learner centred, thereby considering the
needs of learners both in the present and future.
2.3 Theoretical Studies
Theoretical studies are reviewed as follows;
2.3.1 Application of Blended Learning Pedagogical Design
Pedagogical design as posited by Chong (2016) is the process of “perceiving” and
“mobilizing” resources to craft instructional episodes to achieve stated goals. The word
“perceiving” in the context according to Chong means recognizing and interpreting existing
resources, evaluating limitations of a classroom setting and balancing tradeoffs while
“mobilizing” means devising strategies and acting on or with the resources. Similarly, Akudolu
(2012) defined pedagogical designs as the process of analyzing learning goals, specifying the
expected learning outcomes and organizing both the learning content and resources in a manner
to ensure the achievement of the stated goals. In the words of Halttunen (2011), pedagogical
design refers to any systematic choice and use of procedures, methods, prescriptions and devices
to bring about effective, efficient and productive learning. In addition, Halttunen notes that
designing a pedagogy involves a minimum of four components namely: a specification of the
goals to be met, materials to be used, teaching strategies to be used and items and procedures for
assessment. Pedagogical design emphasizes creating a learning environment or a model that
meets the needs of a community of learners based on identified instructional dimensions. In the
context of this study, pedagogical design simply means the interactive process between teachers
and learners through the planning or working out of the e-learning resources.
24
The application of blended learning pedagogical designs is influenced by the various
activities relating to e-learning. These are institutional priorities, learning environment,
instructors’ roles and learners’ needs for developing an integrated e-learning culture in a large
institution. All four factors should be considered so that the extent of the application of blended
learning suits the institution that wants to embrace e-learning (Kituyi and Tusubira 2012).
Furthermore, Kituyi and Tusubira suggested that the theory of blended learning deepens the
understanding of the subject of e-learning.
Blended learning should be viewed as a pedagogical approach that combines the
effectiveness and socialization opportunities of the classroom with the technologically enhanced
active learning possibilities of the online environment, rather than a ratio of delivery modalities
(Kiviniemi 2014). According to Saliba, Rankine and Cortez (2013), blended learning is a
strategic and systematic approach to combining times and modes of learning, integrating the best
aspects of face to face and online interactions for each discipline using appropriate ICTS.
Similarly, Friesen (2012) summarized that blended learning designates the range of possibilities
presented by combining internet and digital media with established classroom forms that require
the physical co-presence of teacher and students. There are many reasons that an instructor,
trainer or learner might pick blended learning over other learning options.
Graham, Henrie and Gibbons (2014) identified six reasons that one might choose to
design or use a blended learning system: (1) pedagogical richness (2) access to knowledge (3)
social interaction (4) personal agency (5) cost-effectiveness and (6) ease of revision. Blended
learning approaches increase the level of active learning strategies, peer to peer learning
strategies and learner-centred strategies used. Similarly, Saliba, Rankine and Cortez (2013)
opined that blended learning strategies vary according to the discipline, the year level, student
25
characteristics and learning outcomes, and have a student-centred approach to the learning
design. Saliba et al. further stated that blended learning can increase access and flexibility for
learners, increase the level of active learning and achieve better student experiences and
outcomes. According to Graham, Woodfield and Harrison (2012) blended learning should be
approached as a fundamental redesign of the instruction model with the following characteristics:
1. A shift from teacher-centred to student centred instruction in which students become
active and interactive learners (this shift should apply to the entire course, including face
to face content sessions).
2. Increases in the interaction between student-teacher, student-student, student-content and
student-outside resources.
3. Integrated formative and summative assessment mechanisms for students and teachers.
According to Torrisi-Steele (2011), the demands of the blended learning strategies are met by
exploiting appropriate aspects of face to face interaction and available technologies. Also, the
availability of both face to face interaction and an array of technologies makes it possible to
implement improved and oftentimes, innovative strategies that may have been impossible in
contexts using only face to face.
Blended Learning
Supported teaching Traditional teaching

learning process learning process
Formal
Online group Face to face interaction
Computer with teachers
interaction classroom
individual interaction with
learning Offline classmates
individual
26
learning
Fig 2: Components of Blended Learning by Torrisi-Steele (2011).
2.3.2 Application of Virtual Learning Pedagogical Design
To promote and improve teaching and learning within higher education, higher education
institutes have adopted learning management platforms referred to as Virtual Learning
Environments (VLEs) (Holley, 2013). Akudolu (2012) opined that virtual learning is an e-
learning process in which a learner stays in one place and explores as well as interacts with
knowledge anywhere and anytime through electronic means. Akudolu added that in a virtual
learning situation, learning occurs in a virtual learning environment (VLE). In the same vein,
Racheva (2017) wrote that virtual learning is associated with the term “virtual learning
environment” and pre-supposes the implementation of study activities online where tutors and
learners are physically separated (in terms of place, time or both). Racheva further stated that
virtual learning combines e-learning, web-based learning, online learning and distance learning.
According to Arslan and Kaysi (2013), a virtual learning environment is a system constructed
27
through the internet which incorporates a number of same virtual models for tests, homework,
classes, classrooms and academic fields.
Virtual learning is distance learning conducted in an online environment employing
electronic study content designed for synchronous and/or asynchronous learning. Olibie,
Akudolu and Uzoechina (2011) defined virtual learning as learning facilitated online through
network technologies. Van Beek (2017) defined virtual learning by categorizing it into several
forms: computer-based, internet-based, remote teacher online, blended learning and facilitated
virtual learning. VLE refers to anything interactive or with visuals, audio, video and graphics. A
virtual learning environment is a set of teaching and learning tools intended to develop a
student’s learning capabilities via computers and the internet in the learning process (Rouse cited
in Arslan and Kaysi 2013).
The principal mechanisms of a VLE package contain curriculum planning (breaking
curriculum into sections that can be assigned and assessed), student tracking, online care for both
teacher and learner, electronic communication (e-mail, threaded discussions, chat, web
publishing) and internet links to external curriculum resources (Kinley, 2010).VLE hardware
necessities consist of a basic computer system with the regular input devices, CD-ROMs or
DVDs, soundboards or cards, speakers, video boards, high-speed central processors, extensive
secondary storage or hard disk (Fu, 2013). VLE basic technologies contain text, maps, graphics
images, video-conferencing, digital audio and video, web learning environment,
videoconferencing systems. (Buabeng-Andoh, 2012)
The application of virtual learning allows teachers to track if learners are engaging with
the internet-based communication and related materials by submitting evaluations online and
28
providing quick feedback (Kinley, 2015). The study conducted by Barker and Gossman (2013),
has found that virtual learning could maximize student reflection and encourage progressive
thought and independent thinking. Virtual classroom represents the interface between the
students and a virtual professor and provides personalized learning materials to the users.
Personalized learning materials can be created only if the system adapts to the student needs
shown in the student’s interaction process. On the other hand, a virtual laboratory offers a
possibility to the attendees to share different resources at once and work with them as if they
were at the same place where (real) resources are.
Virtual learning environments are designed for supporting and improving the individual
study process by offering a repository for course documents, discussion forums, chat boxes, mass
communication options, among others. The significance of a VLE is to entirely bring out the
characteristics of both learnings anywhere and anytime i.e. learning asynchronously. The
application of VLEs in instructional delivery provides a lot of advantages over traditional
education. For instance, it provides teachers with the opportunity to interact with students via
web technology from all over the world, as long as they find the internet (Arslan and Kaysi,
2013).
Similarly, Van Beek (2017) noted that the application of VLEs presents several
opportunities to business schools, including the potential to leverage a business school brand
across geographical borders and the enhancements of face-to-face teaching. Students also
experience a diversity of experiences. A factor critical to the successful implementation of VLEs
is student acceptance of the system. VLE users are assigned either a teacher ID or a learner ID
generally. The teacher sees what a learner sees, however, the teacher has extra user privileges to
29
produce or revise the curriculum and watch students. There are numerous profitable VLE
software packages obtainable, together with Blackboard, WebCT, Lotus Space and COSE.
2.3.3 Application of Tele-teaching Pedagogical Design
According to Dutta, Bhaltacharjee and Banerjee (2010), tele-teaching is a field of
education technology that aims to deliver knowledge to those students who are not physically
present on the site. Dutta et al. went further to state that the main goal of tele-teaching is to
impart distance independence education with the use of Information and Communication
Technology (ICT). Rani (2015) defined tele-teaching as an online instructional technology
especially being used in Massive Open Online Courses (MOOCs) for providing services such as
life, recorded lecturers as video streams. According to Downes (2010), tele-teaching creates
video content so that students can get a similar kind of quality education as in coaching institutes
in the comfort of their homes. Ziewer and Seild (2011) opined that teleteaching is transmitting
local lectures to online students which can happen anytime, anywhere. Ziewer and Seild (2011)
further maintained that teleteaching is transmitting local lectures to online students or an
audience in lecture halls of collaborating universities.
In the view of Woo and Ng (2008), teleteaching is a system by which groups of
homebound children are given full-time instruction via telephone, computers and
telecommunication technology. According to Wiktionary (2019), teleteaching is synonymous
with distance learning and is defined as a system of obtaining education and training from a
remote teaching site via TV, the internet or a private education network. It is in this sense that
Akudolu (2012) reported that teleteaching was originally referred to as teaching via television
but now refers to teaching via different types of communication technologies. Akudolu further
30
explained that teleteaching as a form of teaching can be done synchronously (involving verbal
and non-verbal communication between teacher and learners) or asynchronously (involving
delayed or not-at-the-moment interaction).
Teleteaching uses two-way audio and two-way video and has the potential to be as
interactive as a face to face situation. Gr’Unewald, Yang, Mazandarani, Bauer and Meinel
(2013) posited that teaching via teleteaching require staff to spend time rehearsing to ensure that
activities planned for any given lecture were possible in terms of technical requirements. Most
times the teleteaching facilities are designed with the intention that the lecturer would require no
technical support to operate the various functions available. Teleteaching provides many
challenges for staff, as they are required to make use of the technology, it would seem reasonable
to suggest that it is essential for them to gain an understanding of both the opportunities for
teaching and learning that teleteaching provides, as well the problems on its use (Rani, 2015)
2.3.4 Application of Digital Storytelling Pedagogical Design
Digital storytelling has emerged over the last few years as a powerful teaching and
learning tool that engages both teachers and their students. In the words of Robin (2008), digital
storytelling is a technology application that is well-positioned to take advantage of user-
contributed content and to help teachers overcome some of the obstacles to productively using
technology in their classrooms. Robin added that at its core, digital storytelling allows computer
users to become creative storytellers through the traditional processes of selecting a topic,
conducting some research, writing a script and developing an interesting story. Digital
storytelling has also become a worldwide phenomenon, with practitioners from across the globe
31
creating digital stories to integrate technology into the classroom, support language learning,
facilitate discussion, increase social presence, and more (Robin, 2016).
Benmayor (2008) believes that digital storytelling empowers students in a variety of
ways, including intellectually, culturally ad creatively. Gregori-Signs (2014) contends that digital
storytelling allows students to evaluate the reality that surrounds them and produce their
interpretation of it. Akudolu (2012) is of the view that digital storytelling as one of the models of
e-learning that is revolutionizing the instructional process is a process in which learning occurs
through stories. Akudolu went further to state that instead of presenting the learning content in
the traditional lecturing pedagogy, the relevant knowledge and skills are embedded in stories and
images. According to Matthew – DeNatale and Traynor (2008), digital storytelling is the modern
expression of the ancient art of storytelling. Matthew - DeNatale and Traynor further stated that
the term “digital story” is most strongly associated with a 3-5 minutes’ video produced by
someone who is not a media professional, typically constructed as a thought piece on a personal
experience that is important to the author.
Similarly, Barrett (2019) explained that a digital story is a 2 to 4 minutes’ digital video
clip, most often told in first-person narrative, recorded with your voice, illustrated mostly with
still images and with an optional music track to add emotional tone. Robin (2016) stated that
digital storytelling combines the art of telling stories with a mixture of digital media including
text, pictures, recorded audio narration, music and video. Mitsikopoulou (2014) comparing
traditional storytelling and digital storytelling opined that digital storytelling is the practice of
using computer-based tools to tell stories and the focus is on a specific topic and a particular
point of view. Robin and Pierson in Akudolu (2012) after reviewing different definitions of
digital storytelling concluded that all revolve around the idea of combining the longstanding art
32
of telling stories with any of a variety of multimedia tools. In other words, digital storytelling can
be described as a process of using computer-based tools in collecting, creating, analyzing and
combining visual images with written text.
As an instructional tool, teachers have the option of showing previously-created digital
stories to their students to introduce content and capture students’ attention when presenting new
ideas (Robin 2008). According to the findings of Jackson (2013) integrating visual images with
written text both enhances and accelerates student comprehension, and digital storytelling is an
especially good technology tool for collecting, creating, analyzing, and combining visual images
with written text. Multimedia – rich digital story can serve as an anticipatory set or hook to
capture the attention of students and increase their interest in exploring new ideas. In a research
work with college-level visual anthropology students, Fletcher and Camber (2009) used digital
storytelling assignments that allow students to create visual narratives that tap into their
intellectual and creative abilities to present their understanding of the course material, as well as
their sense of the social complexities in which they reside. They found that digital storytelling
can be a powerful classroom practice when used as a pedagogical tool that brings the
creator/student and the viewer together in a dialogue around the nature of representation,
meaning, and authority embedded in imagery and narrative.
Similarly, Robin (2008) stated that digital storytelling can also be a powerful tool in the
classroom when used to produce historical documentaries, as well as instructional presentations
that inform viewers about a particular concept or practice. Akudolu (2012) stated that instead of
presenting the learning content in the traditional lecturing pedagogy, the relevant knowledge and
skills are embedded in stories and images. According to Robin (2016), in addition to having
students create digital stories as a distinct stand-alone activity, students might also be encouraged
33
to develop instructional materials that can be used to support the educational topics and themes
of the digital storytelling experience.
Matthew – Denatale and Traynor (2008) suggested that when developing a syllabus, it’s a
good idea to include detailed information about the project assignment in your syllabus or in a
handout that students receive early in the semester because digital stories require students to
gather images and often to take pictures that illustrate their story’s narrative, therefore the more
lead time that the students have, the better their finished project will be. Matthew – Denatale and
Traynor went further to recommend that assignment should be divided into the following phases:
brainstorming, scripting, storyboarding, recording and editing, fine-tuning and titling, burning
and sharing. Students who participate in the full digital storytelling experience may also benefit
from learning to critique their work, as well as the work of others, facilitating social learning and
emotional intelligence (Robin, 2008).
Image capture
devices
Including digital
Audio capture
Computers cameras, scanners devices
with multimedia and camcords Including high
capability and quality
large storage microphones and
capacity voice recorders
Digital
Storytelling
Digital media Encompasses
software multiple
for creating and literacy skills
writing digital images, including
audio and video. Promotes 21 st Engage students researching,
writing, organizing,
century skills and teachers presenting,
including cultural through personally
problem-solving
literacy, information meaningful writing,
and assessment
literacy, visual literacy, allowing individuals
media literacy and more to construct their
34
Fig 3: The convergence of digital storytelling in education. Culled from Robin (2008)
2.3.5 Objectives and Components of Business Education Programme
Business education is a programme designed to equip its recipients with practical skills,
knowledge and value that will enable them to function effectively in society. According to
Ubulom and Dambo (2016), business education is a collaborative programme in which
educational and industrial sectors of any economy in partnership prepare individuals to
adequately fit into both industry and classroom as professionals. Ubulom and Dambo went
further to state that business education is an aspect of the educational programme designed to
provide an individual with the needed business and vocational attitudes, understanding,
knowledge and skills. At the tertiary level of education, the goal and objective of business
education are career development and specialization. Comparing goals and objectives, Ubulom
and Dambo (2016) noted that goals are general statements of intent of purpose, which reflects
recognized needs, while objectives are more specific and measurable statements of the expected
outcomes of the business education programme.
Thus, the objectives of business education programme as noted by Aqua (2014) and
Igboke in Onyesom and Ashibogwu (2013) includes:
1. To acquire the basic knowledge and skills for business education.

35
2. To relate the knowledge and skills acquired to national development.
3. To develop basic skills in office occupations.
4. To provide the needed background for teaching business subjects.
5. To prepare students for further training/studies in business education.
6. To provide orientation and basic skills with which to start a life of work for those who
may not have further educational training.
Business education encourages attitudes, knowledge and skills needed by all citizens to
effectively manage personal and public business in a volatile economic system.
Ukata, Wechie and Nmehielle (2017) stated the major objectives of business education as
follows:
1. To develop a mature understanding of the general nature of the business environment.
2. To provide specialized training on the phase of business activities.
3. To provide training on business leadership.
4. To provide training on the successful financial management of the business.
5. To lay a cultural and ethical foundation for the development of the four stated above
including others.
Edokpolor and Egbri (2017) postulated that business education involves education ‘for’ business
which is aimed at equipping recipients with the requisite attributes (knowledge, skills,
competencies and attitude) to become gainfully employed and education ‘about’ business which
is aimed at providing a sound basis for further studies at the graduate and post-graduate levels.
Edokpolor and Egbri went further to highlight the actual goals of business education as follows:
1. To prepare students for a specific career in office occupation.

36
2. To equip students with the requisite skills for job creation and entrepreneurship.
3. To expose students to knowledge about business, including a good blend of computer
technology, which incorporates Information and Communication Technology (ICT).
Business education is needed by students in the contemporary world because business
education develops life skills for economic success and helps students to develop the skills and
attitudes needed for career success. According to Ezeani and Ishaq (2013), business education is
planned for training and developing recipients to expose them in the field of business and as
professionals, consequently, expanding the way for imparting competencies for the economic
development of the society. In the view of Onajite (2016), business education encompasses an
education programme for business, office occupation, economic understanding, entrepreneurship
and it seeks to develop in the learners, basic skills for personal use in the future. The primary
goal of business education as opined by Ajisafe, Bolarinwa and Edeh (2015) is to produce
competent, skilful and dynamic business teachers, office administration and businessmen and
women that will effectively compete in the world of work.
According to Aqua (2014), business education is offered at all levels of education in
Nigeria. At the junior secondary level, it is called business studies, at the senior secondary level
it comprises separate subjects such as book-keeping/accounting, office practice and commerce
and at the tertiary level business education includes business teacher preparation with options in
accounting, management, banking and finance, marketing, entrepreneurship, computer and office
technology. Njoku cited in Obiete, Nwazor and Vin-Mbah (2015) highlighted the objectives of
business education at the tertiary level of education as follows:

37
1. To empower students with desirable skills, knowledge and value to perform specific
functions to become self-reliant.
2. To help students appreciate the world around them and contribute maximally to the social
and economic development of the nation.
3. To empower students in such a way that the students will develop an intellectual
capability that would help them make informed decisions in all spheres of life.
4. To help students become judicious spenders and develop proper values for the
achievement of healthy living and the growth of the nation.
5. To understand the political framework of a nation so their students can contribute to the
national and economic development of the nation.
Nedum-Ogbede (2016) opined that the objective of business education programme is to create
employment either self or paid for young Nigerians who are roaming the streets, the majority of
who are into negative influences as a result of lack of jobs and lack of appropriate skills,
knowledge and attitude which would enable them to secure and progress in a job or be self-
employed.
In addition, the generally accepted goals of business education as highlighted by Ekpenyong,
Iniemohon and Owenvbiugie in Umoru and Oluwalola (2016) are to:
1. Develop individuals who will be properly equipped with the pre-requisite knowledge and
skills for productive work life.
2. Develop a pool of competent and reliable technical manpower, capable of being
mobilized in times of national economic emergency.

38
3. Develop individuals who will be capable of meeting the modern business and
technological challenges.
4. Develop the right attitudes and skills towards work.
5. Equip the youth with the requisite knowledge and skills for paid or self-employment.
6. Prepare the youth for meeting community, state and national economic aspirations.
7. Enable the youth to choose and perfect on those areas of business education for which
they have interest and aptitudes.
8. Equip the learners to develop skills for making national economic decisions in various
areas of business.
9. Provide vocational and technical knowledge.
10. Enable the learners to relate their expertise to the needs of their communities.
11. Prepare business and industrial managers who will be capable of meeting technological
and managerial complexities of modern industry and providing vocational and technical
knowledge in various areas of business.
According to Okiridu, Ikpo and Onwuchekwa (2012), business education offers training in office
management and technology, marketing and advertising, information and communication
technology, general education, computer, classroom activities, entrepreneurship, general
business, accounting and management studies. Okiridu, Ikpo and Onwuchekwa went further to
state that the goals of business education are to enable the students:
1. To play a productive role in a free enterprise economy.
2. To keep simple records of financial and other transactions in the office and operates and
cater for office machines and equipment.
3. To recognize values and demonstrate responsibility in duties assigned to them.

39
4. To apply various business concepts acquired in class to a real-life situation.
5. To acquire skills and the competencies required for the performance of basic business
jobs such as taking administrative decisions and dealing with correspondences.
Business education programme offers various skills in accounting, marketing and Office
Technology and Management (OTM) and the major topics include, office practice, book-
keeping, business mathematics, business communication, secretarial duties, word processing and
advertising (Ajisafe, Bolarinwa and Edeh 2015). In the same vein, Onyesom and Ashibogwu
(2013) opined that the tenet of business education embraces basic education for a teaching
career, entrepreneurship, business understanding, office environment and vocational practices.
The business programme is designed to deliver knowledge, skills as well as culture and
philosophy to its recipients. Analysis of scope and content of the curricula, teaching methods and
strategies indicate the values that will be transmitted therefore good curricula must be supported
by the structure of competencies of the methodologies of teaching (Ezinwa, 2016). Oyedele and
Oladeji (2016) opined that business education is a type of education that inculcates in its
recipients, attitudes, knowledge, skills, value that are required in the world of work needs to
leverage on internet-based social media as a tool to enhance her teaching and learning of the
course.
According to Utoware, Kren-Ikidi and Apreala (2016), the teaching and learning of
business education in Nigerian universities for some time now have been facing challenges
because of the non-availability of new technologies. This consequently makes it difficult to teach
and prepare students for the use of these technologies now and in the future world of work.
Ogundele and Lawal (2016) opined that the introduction of new technologies in business
education is designed to prepare students for a variety of careers in high-tech business offices.
40
Furthermore, Ogundele and Lawal (2016) noted that due to the emergence of new
technologies, business education teachers and practitioners should expect rapid changes in the
state of the arts in the world of work and the classrooms in the 21 st century more than the
changes that occurred in the past centuries together. Ogundele and Lawal further stressed that
business educators are constantly required to update their software and hardware skills as well as
learn new information-based technologies.
In the words of Enyekit, Ubulom and Enyekit (2016), the teaching of business education
requires the teachers’ mastery of pedagogic content skills as well as pedagogic technological
skills to achieve a good school mapping process. Dube and Moffat as cited in Ekoh (2016)
observed that techniques used by business educators were incompatible with the goals of trying
to prepare learners for the world of work. They also observed that majority of business teachers
were still yoked to the conventional teaching methods such as lecturing. Consequently, Ekoh
suggested that business educators should employ innovative pedagogy in their instructional
delivery.
Garavan and Cinneide in Sithole (2010) opined that using traditional teaching methods to
develop practical business skills is inappropriate and can be likened to teaching someone to drive
a car using the rear mirror. Similarly, Odili (2016) opined that there is a need for the use of e-
learning in teaching and learning of business education to reach the teeming population outside
the campus for one reason or the other. Okolocha (2010) reported that despite the Nigerian
government’s effort to be ICT compliant, emphasis on e-education initiative, and the globe
emphasis on e-learning, business teacher educators especially in the tertiary level skill rely
heavily on lecture and chalk methods for delivering their lessons to students even when learning
topics are suitable for e-learning approach. However, Edokpolor and Imafidon (2017) noted that
41
adequate optimization of resources for the effective teaching and learning of business education
in Nigeria is receiving growing attention.
2.3.6 Status and Application of E-learning in Nigerian Institutions
Adedoyin, Akinnuwesi and Adegoke as mentioned in Nwosu and Ogbomo (2012) noted
that tertiary educational institutions have always been at the forefront of new scientific
discoveries and innovations brought about by the activities of teaching, learning and research.
According to Atsumbe, Raymond, Enoch and Duhu (2012), the types of e-learning offered by
tertiary institutions range right across the e-learning spectrum, but in most campus-based
institutions the growth of e-learning has not altered the fact that face to face classroom teaching
remains central. Furthermore, Atsumbe, Raymond, Enoch and Duhu added that tertiary
institutions are more interested in improving their on-campus programmes by using e-learning to
offer increased flexibility content.
Similarly, Arabas and Baker as cited in Penny and Dukic (2012) stated that the higher
education sectors are actively pursuing the increase of the use of online applications of e-learning
by using the internet to enhance education; computers are now used by students from many
different societies and backgrounds, and ICT are considered valuable tools to enhance learning in
higher education. Wani (2013) opined that e-learning models of higher education today find their
roots in conventional distance education. According to Holmstrom and Pitkanen (2012), for a
tertiary institution to be able to adapt and use e-learning in educational activities, it is preferable
that sufficient resources and conditions within the organization already exist.
Bichsel (2013) reported that the expansion of e-learning initiatives in higher education
was driven largely by the increase in non-traditional (or post-traditional) learners who desire
42
flexibility in scheduling, geographic location and access to course resources. In Nigeria, to
advance in e-learning, many universities today have Local Area Network (LAN) in their
libraries, finance departments, MIS units, some faculties/department, etc. The need to link up
these and be able to link up to the National Universities Networks gave rise to a project by the
NUC, called the NuNet project (Ilechukwu and Njoku 2014).
Apart from NuNet (Nigeria Universities Networks), Ilechukwu and Njoku (2014) stated
that other e-learning project initiated at the university level of education in Nigeria includes:
1. The National Virtual (Digital) Library Project (NVLP) of the Ministry of Education,
which is supervised by the National Universities Commission (NUC).
2. The National Virtual Library Project of the Ministry of Science and Technology is
supervised by the National Information Technology Development Agency (NITDA).
3. Nigerian Virtual Library Consortium (NVLC)
4. Nigerian Education and Research Network (NEARNet: a collaboration of NuNet,
PolyNet and TeachNet).
5. An ongoing effort by UNESCO to develop a virtual library for all Nigerian higher
education institutions in Nigeria.
According to Bell and Federman (2013), the growth of e-learning in higher education is not
limited to online courses and programs but rather covers an expanding array of applications and
approaches that use technology in different ways and to varying degrees. The applications
according to Bell and Federman includes videotaped lectures posted on the internet, as well as
learning management systems, such as blackboard, that distribute content such as lecture notes,
syllabi and assignments, and facilitate peer and student-teacher interaction. According to Yacob
43
(2011), e-learning has enabled tertiary institutions to expand on their current geographical reach,
to capitalize on new prospective students and to establish themselves as global educational
providers.
Institutions take various approaches to deliver e-learning services and technologies. Some
manage e-learning services through central IT; others manage e-learning through different or
multiple departments. Some institutions provide e-learning services and technologies centrally
and some have a distributed or mixed approach. There are multiple paths for the successful
provision of e-learning and the selection and delivery of e-learning services and technologies
depend on factors such as institution size, mission and priorities of institutional leaders (Bichsel
2013).
E-learning is now in use in Nigeria tertiary education including universities. Iloanusi and
Osuagwu as mentioned in Nwosu and Ogbomo (2012) reported that a survey of the web presence
of 70 higher institutions in Nigeria, carried out in January 2009 showed that 46 of the Nigerian
universities have web presence online and 24 are not online. A few universities have a significant
web presence like the National Open University of Nigeria, Lagos State (NOUN), Private
Universities and the University of Jos, Plateau State.
According to the Park Manager of Afrihub in University of Nigeria, Enugu Campus – Mr
Chukwuemerie Nnamdi (as mentioned in Ilechukwu and Njoku 2014) Afrihub is present in about
eighteen (18) tertiary institutions in Nigeria, Afrihub provides the critical combination of
infrastructure services and training required to unleash the power of ICTs in Nigeria and other
African countries for human capacity building and economic empowerment. These tertiary
institutions include the University of Nigeria, Nsukka and Enugu Campuses (UNN, UNEC);
44
Nnamdi Azikiwe University Awka; University of Abuja; University of Benin; the Michael
Okpara University of Agriculture, Umudike; Federal University of Technology Owerri (FUTO)
and Minna (FUTA); Federal College of Education, Technical, Omoku; University of Calabar;
Nwafor Orizu College of Education Nsugbe, and Bell Technology University, Otta.
Over the years, many academic libraries in Nigeria had made attempts to apply
information and communication technology (ICT) to enable them to manage their libraries and
also join the global information phenomena (Onoriode 2016 citing Agboola, Nok, and Bichi).
Anunaobi and Benard (2007) carried out a study to identify the IT facilities available in Nigerian
university libraries, the result revealed that (84.2%) of the universities in Nigeria had a personal
computer, (72.7%) used CD-ROM, (59%) used Local Area Network (LAN), internet and e-mail
facilities. Anunobi and Benard added that the population of universities libraries using Wide
Area Network (WAN), fax machine and Online Public Access Catalog (OPAC) is below (50%).
Ekundayo and Ekundayo (2009) reported that while there is elicits improvement in Nigeria’s
preparedness to participate in and benefit from advancements of ICTs, the country is still poorly
ranked hence, more work is still to be done for it to attain better ranking in the future. Ekundayo
and Ekundayo added that the government has to tackle this aggressively if the higher education
system must benefit from the promises and opportunities presented by e-learning powered by
ICTs.
According to Akawu (2010), the application of e-learning means the act of combining e-
learning services to assist teaching and learning. Application of e-learning occurs when day to
day instruction is delivered through e-learning services as part of the process through which
curriculum objectives are met. This means that e-learning becomes a medium of learning and
instruction, rather than something separate from or in addition to classroom activities. Thus, the
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application of e-learning into instructional delivery is an attempt to connect the two aspects of e-
learning and teaching to successfully work as one. The application of e-learning is achieved by
positioning e-learning at the centre of instruction, making it the context rather than the content
for learning. The context includes classroom practices that usually clash with the culture of
student exploration, collaboration, debate and interactivity within which much technology-based
activity is said to be situated.
According to Nyenwe and Ishiaku (2012), the application of e-learning is the
combination of relevant e-learning tools (video conferencing tools, audio conferencing tools,
telephone mobile, net radio, chat/instant messaging and e-mail etc) in the delivery or
presentation of instruction. Applying e-learning in instructional delivery involves the infusion of
technology as a tool to enhance the teaching and learning in a content area or multidisciplinary
setting. Effective application must take place across the curriculum in ways that deepen and
enhance the learning experience (Okwor, 2011). Thus, application involves e-learning tools
becoming essential for the educational process and teachers are constantly thinking of ways (how
and when) to use these tools in their classrooms.
The application of e-learning in education can be divided into three broad categories:
Content, Technology and Pedagogy. Content is the subject matter that is to be taught, technology
encompasses modern gadgets such as computers, the internet, digital video and commonplace
technologies including overhead projectors, blackboards and books while pedagogy describes the
adopted practices, processes, strategies, procedures, and methods of teaching and learning.
Pedagogy also includes knowledge about the aims of instruction, assessment, and student
learning. These definitions imply that the application of e-learning in instructional delivery is
primarily about content and effective instructional practices. Successful application of e-learning
46
requires concerted efforts of teachers in improving education for all students. In this study, the
application of e-learning is defined as business educators’ deliberate introduction and utilization
of e-learning tools in instructional delivery for purposes of achieving instructional goals.
2.3.7 Benefits of Adopting E-learning in Business Education Instructional Delivery
The term e-learning means different things to different people. Stockley (2017) posited
that the term e-learning is ambiguous to those outside the e-learning industry and even within its
diverse disciplines. Stockley defined e-learning as the delivery of a learning, training or
education program by electronic means, which involves the use of a computer or electronic
device in some way to provide training, educational or learning materials. Ilechukwu and Njoku
(2014) described e-learning as the intentional use of networked information and communication
technology in teaching and learning. Ilechukwu and Njoku further stated that several other terms
are also used to describe this mode of teaching and learning which includes online learning,
virtual learning, distributed learning, network and web-based learning.
According to Carroll (2012), many educators assume e-learning means that an entire
course and all the interactions between faculty and students are online. Jackson (2013) argued
that the term e-learning comprises a lot more than online learning, virtual learning, distributed
learning, networked or web-based learning, and therefore uphold that e-learning encompasses all
educational activities that are carried out by individuals or groups working online or offline and
synchronously or asynchronously via networked or standalone computers and other electronic
devices. Similarly, Akudolu (2012) stated that e-learning is concerned with learning through any
electronic medium that may or may not be connected to the internet. Explaining further Akudolu
stated that “the learner who is learning content stored on a DVD that is inserted inside a
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computer without internet connection is practicing e-learning as much as the learner who is
researching on the internet.
In defining e-learning, David and Ernest (2015) stated that e-learning refers to the use of
Information and Communication Technology (ICT) to enhance and/or support learning in
tertiary education. David and Ernest went further to state that this covers a wide range of
systems, from students using e-mail and accessing course work online while following a course
on campus to programmes offered entirely online. Ogbusuo (2016) described e-learning as the
presentation and delivery of materials using electronic media. In the same vein, Ojeaga and
Igbinedion (2012) defined e-learning as learning through electronic means such as via the web,
internet or other multimedia materials like the computer, radio disc, among others.
Nwokike (2010) suggested that e-learning is the use of the computer as a key component
of the education environment. This means that the computer can be used for localized or distant
or digital learning, which involves changing from an analogue system of education delivery to a
digital system of education delivery. E-learning is essentially the computer and network-enabled
transfer of knowledge and skills concerning individual experience and practice (Nwokike, 2011).
Bodys in Oluka (2014) stated that e-learning comprises all forms of electronically
supported learning and teaching, which are procedural and aim to affect the construction of
knowledge regarding individual experience, practice and knowledge of the learner. Otunuya
(2016) described e-learning as any learning that uses ICT, as a communication and delivery tool
to support students, or improve the management of learning. Olaniyi (2016) opined that e-
learning is the convergence of the learning process and the internet. It uses network technologies,
anytime and anywhere. Olaniyi further stated that it is the delivery of individualized,
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comprehensive, dynamic learning in real-time aiding the development of communities’
knowledge linking learners and practitioners with experts.
In the view of Nwosu and Ogbomo (2012), e-learning is the use of ICT which includes
computers, network communications and mobile technologies to enhance and extend learning.
Arshavskiy (2018) also stated that e-learning is used to describe any type of learning
environment that is computer-enhanced. In the words of Ahmad (2012), e-learning is the
learning that involves the use of electronic technology to deliver education and training, monitor
learner performance and report the learner’s progress. According to Arora (2018), e-learning
means using ICT as mediating devices that allow students to access learning resources.
Similarly, Newton (2013) defined e-learning as instructions delivered via electronic media. In the
context of this study, e-learning is the deliberate use of Information and Communication
Technology (ICT) to support and enhance teaching and learning.
The benefits of e-learning stem from the defects in the traditional brick wall classroom
system. Compass (2011) notes that the defects in the traditional education system include lack of
adequate provision of visual and audio-visual materials, microphones that are in most time
epileptic; classrooms that are poorly ventilated and overcrowding of lecture halls. Thus, the
advantages of e-learning as highlighted by Alu (2011) includes time and location flexibility, cost
and time saving, moving at learners pace, collaborative learning environment, better access to the
instructors, unlimited use of learning material, improved learning skills. Similarly, Nnajiofor and
Achukwu (2011) listed the benefits of e-learning as follows: flexibility, accessibility,
convenience, cross-platform, and low delivery costs.

49
According to Ogboji (2011), the advantages and benefits of e-learning in the university
system are as follows:
1. E-learning makes teaching and learning easy and reduces stress for both lecturers and
students.
2. It is convenient for students to review their course materials anytime and get results faster
than it used to be with the traditional system.
3. It provides an opportunity for a course designer to present to students through a single
interface all the requirements and components of a course of training.
4. It provides additional resources including reading materials and links to outside resources
on the internet and libraries.
5. It provides examination and self-assessment quizzes that can be scored automatically.
6. It provides electronic communication such as e-mail and threaded discussions for both
lecturers and students.
Nzeako in Ilechukwu and Njoku (2014), opined that the benefits of e-learning are:
1. On-line handouts, textbooks, journasl and other information resources can be read online
(directly on the screen) or downloaded and printed as hard copies for off-screen reading.
2. On-line lecturers – virtual lecturers; these are video files of recorded lectures that are
always there for viewing as long as the webmaster leaves them there, and students can
learn at their own pace and time.
3. Opportunities for students to play, pause, rewind and fast-forward lectures to ascertain
extents/aspects they may need to make clarifications on.

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Mole (2011) opined that e-learning can address the shortage of teaching and research materials in
the libraries of institutions of higher learning. It would allow students, lecturers and researchers
to share their research outputs with the global community and improve the provision of current
e-books, e-journals and other library resources, enhance access of academic libraries to the
global library and information resources; enhance scholarship, research and lifelong learning
through the establishment of permanent access to shared virtual archival collections.
Michau, Gentil and Barrault (cited in Bappa-Aliyu 2012) opined that generally, the
preparation of course material for online, web-based or e-learning environments is time-
consuming at the initial stage. However, the flexibility of the tools enables teachers to obtain
high-quality materials, update lecture notes at any given time, facilitate self-learning, support
student group work, and support laboratory learning tools such as virtual labs etc. The attributes
of e-learning as presented by Naidu as cited in Akudolu (2012) includes its ability to: enable
flexible access to information and resources, enable electronic access to hypermedia and
multimedia-based resources and afford a wide range of opportunities to capture, store and
distribute information and resources of all forms and formats. According to Akudolu (2012), the
use of e-learning in the instructional process is gaining global acceptance as a veritable tool for
the realization of the Education for All (EFA) vision based on the many advantages of e-learning
which include the fact that it:
1. Fits into anybody’s schedule because it can take place anytime and anywhere.
2. Gives every individual the opportunity to learn at his/her own pace
3. Enriches the instructional process, through the provision of online interactive learning
environments.
4. Provides an online learning environment that is time and cost-effective

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5. Promotes the development of self-directed ability.
6. Facilities and enriches the delivery of learning content.
7. Enhances learning performance and
8. Promotes independence in learning
Worldwide Learn (2009) stated that e-learning has many benefits which include:
enhanced and consistent mode of delivery of knowledge, easy and regular administration of
individual and group assessments, awareness of the institution, unhindered interaction among
teachers and students, collaboration with other institutions like universities, makes learning self-
paced for the student, and puts the student on the driving seat on the highway of learning,
learning when it is online or distance learning removes the geographical barriers of learning for
the students and teachers, there might be no need for study leave for workers running a program
in school and e-learning makes knowledge available on-demand anytime, anywhere and anyhow.
Bragaru and Siotu in Nwosu and Ogbomo (2012) posited the advantages of e-learning as to
support the isolated persons to value their whole creative potential and to ensure the premises for
a fulfilled life, to reduce the gaps between individuals or groups of individuals, wider access to
education, capacity to provide a big volume of information, the possibility of real and complete
individualization of the learning process, and intercultural educational cooperation.
Oluka (2013) posited that the advantages of e-learning are as follows: it is affordable,
saves time, produces measurable results, is cost-effective, flexible, accommodates different types
of learning styles, encourages students to pursue through information using hyperlinks and sites
on the worldwide web and helps students develop knowledge of their interest. The advantages of
e-learning as concluded by Yacob (2011) include: available ‘just in time’ and can be used
continuously for learning and reference, the flexibility of access from anywhere at any time,
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ability to reach simultaneously an unlimited number of employees, uniformity of delivery of
training, can achieve cost reduction, reduction in the time it takes to deliver training, ability to
log or track learning activities, possession of global connectivity and collaboration opportunities,
ability to personalize the training for each learner. Advantages of e-learning technologies
according to Bhuasiri, Xaymoungkhoun, Jeung and Cigenek (2011) include: Increase in the
accessibility of information, better content delivery, personalized instruction, content
standardization, accountability, on-demand availability, self-pacing, interactivity, confidence and
increased convenience. E-learning if adopted, can improve the flexibility and quality of learning
in the following ways:
1. Reduce and/or eliminate the costs for instructor fees and materials to a certain level.
2. Reduce time of learning and the time employee’s absence from duty.
3. Increased retention and enhanced hands-on application unlike traditional methods;
4. Help managed instruction and progress via the portal;
5. Make easy use of multimedia in practice and assessment according to learners’ abilities;
6. Allow for automated monitor of users’ progress with supervisor and teachers;
7. Be highly interactive as it engages users and pushes them than pulling them to progress;
8. Help fast learners to go with their speed in any course and avoid redundancy;
9. Make slow learners go on their pace by eliminating frustration with themselves, their
fellow learners, and the subject matter;
10. Make knowledge cumulative as lessons are built consecutively and more flexible.
11. Make learning takes place anytime-anywhere and greatly increases knowledge retention;
12. Assist e-learners to create, have access, view, modify and print or send documents;
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13. Enhance evaluation as it becomes self-paced because e-learning is a networked
phenomenon;
14. Make easy delivery of content using standard internet technology as it enhances surf
ability;
15. E-learning supersedes training and instruction as it is a tool that improves behaviour
performance among others. (Ahmad, 2012).
2.4 Empirical Studies
Related empirical studies are reviewed as follows:
2.4.1 Level of application of blended learning in instructional delivery
Lopez-Perez, Perez-Lopez, and Rodriguez-Ariza (2013) carried out a study on blended
learning in higher education to examine students' perception and their relation to outcomes.. The
purpose of the study was to report the effect of blended learning on first-year undergraduate
students in four different programmes at the University of Granada. The design of the study was
a descriptive survey design. The population of the study was 1431 students who registered in the
2009/2010 academic session in the four programmes studied (Business Administration, Business
Studies, Economics and the double business administration/law programme). A questionnaire
was used to collect data from the students and 985 valid responses were obtained and used for
the study. The findings of the study showed that blended learning had a positive effect on
students of four programmes studied, reduced drop-out rate and improved the students score.
This study relates to the current study as both centres on theapplication of blended
learning as a pedagogical design for instructional delivery. Both studies are also related in terms
of instruments for data collection. This study is different from the current study in terms of the
54
area of the study and sample size. The reviewed study was carried out in Granada using a sample
of 1431 students. The present study on the other hand was carried out in Anambra State of
Nigeria using all the population which consists of 99 business education lecturers.
Rus, Ismail and Norman (2017) conducted a study to determine the potential of blended
learning usage in technical and vocational education (TVET) student-teacher in becoming a
competent person in tertiary institutions in Malaysia. Their preliminary research using a
quantitative methodology and survey design online encompasses 20 students’ teachers as
respondents. The research used questionnaire and interview protocol for data collection. The
findings indicated that there are a big potential and opportunities to integrate blended learning
which is blend between traditional learning at a workshop, classroom and support system using
Facebook and WhatsApp. In promoting the use of blended learning in TVTE, they suggested that
lecturers use multi-platform and tools for teaching and learning and assessment.
The study is relevant to the present study since both of them deal with blended learning
as a pedagogical design for instructional delivery. Both studies are also related in terms of
research design and instrument for data collection while it is different from the present study in
relation to the area of the study, sample size and respondents. The reviewed study was carried
out in Malaysia using a sample of 20 students. The present study on the other hand was carried
out in Anambra State of Nigeria using all the population which consists of 99 business education
lecturers.
Schutte, Cronje, Mokoena, Barkhuizen and Mokoto (2017) embarked on a study to
investigate academic staff perceptions of a blended learning approach in a selected higher
institution in South Africa. A mixed-method research approach was followed. A structured

55
questionnaire was used to gather data from 171 lecturers from a selected higher institution in
South Africa. The result showed that lecturers perceived training in blended learning approaches
as positive. However, many challenges were identified that can limit the effective
implementation of blended learning such as resistance to change, lack of infrastructure, lack of
management support and lack of computer literacy skills.
This study relates to the current study as both focus on blended learning as a pedagogical
design for instructional delivery. Both studies are also related in terms of instruments for data
collection. However, the study is different from the current study since the reviewed study was
carried out in South Africa using a sample of 171 lecturers while the current study was carried
out in Anambra State of Nigeria using all the population which consists of 99 business education
lecturers.
Benson, Anderson and Ooms (2011) conducted a study on educators’ perceptions,
attitudes and practices towards blended learning in business and management education in
universities in London, UK. The study explored the adoption of blended learning practices in a
business school at a university in the United Kingdom. A purposive sample was used to select 16
academic staff members from post-graduate and undergraduate programmes for the study. Data
were collected using semi-structured interviews. The interviews were digitally recorded,
transcribed and then checked with interviewees for accuracy. Three research questions guided
the study. Primary analysis was conducted by focusing on specific questions relating to
innovation, perception of blended learning and attitudes to technology. The results of the study
demonstrated a prevailing perception of blended learning as employing a variety of tools and
techniques in module delivery. Some academic staff see technology as a simple way of
organizing and managing information for large student numbers.

56
This study is related to the current study since both investigated blended learning as a
pedagogical design for instructional delivery. The current study is poles apart from the reviewed
study as the reviewed study was carried out in the United Kingdom using a sample of 16
academic staff and data was gathered through a semi structured interview. The current study on
the other hand was carried out in Anambra State of Nigeria using all the population which
consists of 99 business education lecturers.
Ng Ling Ying and Yang (2017) carried out a study aimed at investigating academics and
learners’ perception on blended learning as a strategic initiative to improve student learning
experience in Swinbume University of Technology Sarawak, Malaysia. The study was a
descriptive survey. The population of the study consisted of 15 teachers and 40 students from the
university. A structured questionnaire was used to collect data for the study. The findings of the
research showed that most academics were new to blended learning and had never implemented
blended learning initiatives in their units. The implementation of blended learning is certainly a
new challenge for most educators as they have to change their delivery method to accommodate
the use of technology. On the other hand, the findings showed that with blended learning
activities, learners were able to pace their own learning as they had flexible access to the learning
resources they required. It also indicated that blended learning has the potential to meet learners’
educational needs and provides learners with the opportunities to learn from multiple delivery
methods.
This study relates to the current study as both investigated blended learning as a
pedagogical design for instructional delivery. Both studies are also related in terms of
instruments for data collection. The current study is poles apart from the reviewed study as the
reviewed study was carried out in South Africa using a sample of 171 lecturers while the current
57
study was carried out in Anambra State of Nigeria using all the population which consists of 99
business education lecturers.
2.4.2 Level of application of virtual learning in instructional delivery
Choeda, Dorji and Par – Ola (2016) reported a descriptive research study on the state of
integration of the virtual learning environment and ICT into the pedagogy of the Royal
University of Bhutan (RUB). The study investigates whether ICT is integrated into the pedagogy
and, if so, in what way. The study identifies the use of a virtual learning environment (VLE) as
the key technology. The study employed mixed methods for data collection. The quantitative
method explores subjective views concerning the phenomena of pedagogy undergoing change as
a result of the use of ICT in the colleges of RUB, and the quantitative survey-based part
described the frequency distribution. The population consisted of a total of 138 lecturers across
ten colleges under RUB. A total of 111 lecturers were reached through questionnaires, whereas
27 participated in the interviews. The findings of the study showed that the status of ICT –
integrated pedagogy in higher education in Bhutan is at an early stage and is affected by low -
speed internet connectivity and a lack of adequate resources as well as training in ICT -
integrated
The study is related to the current study since both focus on virtual learning as a
pedagogical design for instructional delivery. Both are also quantitative research designs and
adopt the same instrument for data collection. This study is however different from the current
study in relation to the area of the study and sample size. The reviewed study was carried out in
Bhutan using a sample of 138 lecturers. The current study, on the other hand, was carried out in
58
Anambra State of Nigeria using all the population of 99 business education lecturers and data
was collected using a questionnaire.
Alves, Miranda and Morais (2017) carried out a study on the influence of virtual learning
environment on students’ performance in a Portuguese public higher education institution. The
main aim of the study was to obtain indicators that may help understand relations between the
use of VLEs and students’ performance. Finding the frequency of access to the VLE and
assessing the consequences of such use represent challenges to which teachers and researchers
try to respond to know students better and consequently, develop strategies that meet their
interests and needs. The study was mainly quantitative with descriptive features, involving data
obtained from literature research and experimental research using a sample of approximately
6300 undergraduates. The data was extracted from VLE and student registration system
databases using learning analytics procedures. The results show that there are relatively positive
indicators regarding students’ access to a virtual learning environment and the relation between
such access and their performance.
This study relates to the current study as both centre on virtual learning as a pedagogical
design for instructional delivery and they both adopt quantitative research design. The current
study is however different from the study as a result of the fact that the reviewed study was
carried out in Portugal using a sample of 6347 undergraduates and data was collected from
databases associated with the institution virtual learning environment and student registration
system. The current study, on the other hand, was carried out in Anambra State of Nigeria using
all the population of 99 business education lecturers and data was collected using a
questionnaire.
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Demian and Morrice (2012) investigated the use of virtual learning environments and
their impact on academic performance. The study presented an examination of two modules from
the 2010/11 final year BEng Civil Engineering courses at Southborough University. The
population for the study consisted of 157 2010/2011 final year students out of which 54 students
were sampled for the study. Assessment records for the Design Project and Geotechnics 3
modules in the academic year 2009/10 were anonymised by a member of academic staff who
assigned unique identifiers to each student. Students who had completed an industrial placement
before taking the modules were differentiated from those who proceeded directly from the
second to the third year. The study adopted a correlational research design. The result showed
that correlations differed for the two modules but were generally weak.
The reviewed study is related to the current study in the area of virtual learning as a
pedagogical design for instructional delivery. However, the reviewed study is different from the
current study as the reviewed study adopted a correlational research design and was carried out
in Southborough using a sample of 54 students. Data were collected from databases associated
with the institution virtual learning environment and student registration system. The current
study on the other hand adopted a survey research design and was carried out in Anambra State
of Nigeria using all the population of 99 business education lecturers. Data was collected using a
questionnaire.
Rienties, Giesbers, Lygo-Baker, Serena-Ma and Rees (2016) investigated why some
teachers easily learn to use a new virtual learning environment through a technology acceptance
perspective in London, UK. The study looked at how academic staff interacted with a new and
unknown VLE in to understand how technology acceptance and support materials influence
(perceived and actual) task performance. The study adopted an experimental research design. 36
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participants were split into a control (online help) and experimental (instructor video) condition
and completed five common teaching tasks in a new VLE. The findings of the study indicated
that the perceived usefulness of the VLE was not related to (perceived) task performance,
perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no
significant difference was found between the two conditions, although the experimental
condition led to a (marginal) increase in time to complete.
This study is related to the current study because both focused on virtual learning as a
pedagogical design for instructional delivery. However, the reviewed study is different from the
current study reason being that the reviewed study adopted an experimental research design and
was carried out in London, the UK using a sample of 36 academic staff. The current study on
the other hand adopted a survey research design and was carried out in Anambra State of Nigeria
using all the population of 99 business education lecturers.
2.4.3 Level of application of tele-teaching in instructional delivery
Banky (2010) conducted a study on tele teaching with ‘telekikan-shido’. The purpose of
the study was to explore how online synchronous supervision of student problem-solving mimics
face-to-face pedagogy. The research design was an experimental research design using a sample
of 68 students and 5 academic staff. The data collection process involved a three-layered
interpretive model for media-rich research into social interaction. Analyses of the data collected
during this trial showed that: software utilities that support network-based audio communication
and remote computer-desktop control enable the online mimicking of pedagogy that can be
identified during face-to-face supervision of experiential learning and post-trial feedback of
participants’ perception indicated a reduction in transactional distance and an improvement in

61
transactional presence and telepresence for students while being supervised in real-time over a
local-area network. The findings of the research facilitate the implementation of wide-area
network-based education platforms that will enable the real-time online supervision of
experiential learning.
This study relates to the current study as both centres on tele-teaching as a pedagogical
design for instructional delivery. This study is different from the current study as a result of the
fact that the reviewed study adopted an experimental research design and was carried out in the
University of Melbourne with a sample size of 68 students and 5 academic staff. The current
study on the other hand adopted a descriptive survey design and was carried out in Anambra
State of Nigeria, using all the population of 99 business education lecturers and data was
collected using a questionnaire.
Vin-Mbah (2016) carried out a study on the utilization of multimedia and hypermedia
technologies in the tertiary business education classroom in Anambra State. The purpose of the
study was to investigate business educators’ utilization of multimedia and hypermedia
technologies in tertiary business education classrooms in Anambra State. Three research
questions and two hypotheses were formulated to guide the study. The design of the study was a
descriptive survey. The population of the study comprised all 75 business educators in the
department of vocational education in five tertiary institutions in Anambra State. A researcher-
developed questionnaire with 47 items which was duly validated by experts in the field was used
to collect data. The Cronbach Alpha coefficient for the three clusters yielded co-efficient values
of .76, .68 and .70 for sections A, B and C respectively with an overall coefficient value of .89
which indicated that the instrument was deemed reliable for the study. Mean was used to analyze
the data collected, z-test was used in testing the two hypotheses at a 0.05 level of significance.
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Findings revealed that business educators in tertiary institutions in Anambra State do not
utilize multimedia and hypermedia technologies in the business education classrooms. The
findings also revealed that disorientation, distraction, cognitive overload, lack of training among
others were factors affecting the utilization of multimedia and hypermedia in the tertiary
business education classroom. Based on the findings, it was recommended among others that
business educators should be trained and retrained on the appropriate methodologies of utilizing
multimedia and hypermedia in the business education classroom and that federal and state
government should make available funds and infrastructures that will promote the utilization of
multimedia and hypermedia technologies.
This study is related to the current study since both focused on tele teaching as a
pedagogical design for instructional delivery. Both are also related in research design, area of the
study, respondents, and instrument for data collection. In terms of differences, the reviewed
study and the present study differ in relation to research questions, hypotheses and the population
of the study. Three research questions and two hypotheses were formulated to guide the
reviewed study and the population of the reviewed study comprised of 75 business educators. On
the other hand, four research questions and eight are formulated to guide the present study and
the population is comprised of 99 business educators.
2.4.4 Level of application of digital storytelling in instructional delivery
Smeda, Dakich and Sharda (2014) carried out a comprehensive study on the effectiveness
of digital storytelling in the classrooms. The study aimed to investigate the pedagogical aspects
63
of digital storytelling and the impact of digital storytelling on student learning when teachers and
students use digital stories. A multi-site case study was conducted in one Australian school at
primary and secondary levels. In selected classrooms, 150 students and 5 teachers had the
opportunity to engage in innovative learning experiences based on digital storytelling. To
enhance the reliability and validity of the research, multiple methods of data collection and
analysis were used. Data was collected with qualitative and quantitative methods. An evaluation
rubric was used to collect quantitative data, while interviews and observation were used to
collect qualitative data. The findings from the study suggested that digital storytelling is a
powerful tool to integrate instructional messages with learning activities to create more engaging
and exciting learning environments. Thus, this approach has the potential to enhance student
engagement and provide better educational outcomes for learners.
This study is related to the current study since both focus on digital storytelling as a
pedagogical design for instructional delivery. The current study is poles apart from the reviewed
study as the reviewed study utilized both quantitative and qualitative research design while the
current study is a quantitative research design. The study is however different from the current
study in relation to the area of the study, sample size and instrument for data collection. The
reviewed study was carried out at the Australian primary and secondary school level with a
sample size of 150 students and 5 teachers and the evaluation rubric, interviews and observation
were used for data collection. The current study on the other hand was carried out in Anambra
State of Nigeria tertiary institution, using all the population of 99 business education lecturers
and data was collected using a questionnaire.
Boase (2008), conducted a study on the extent to which students were engaged in
authentic learning tasks using digital storytelling in Egypt. The study aimed to assist Egyptian
64
teachers in developing teaching and learning through the application of a particular digital
technology. 260 students and 7 teachers made up the population of the study. Students were
encouraged to work through the process of producing their own digital stories using MS Photo
Story while being introduced to desktop production and editing tools. They also presented,
published and shared their own stories with other students in the class. Quantitative and
qualitative instruments, including digital story evaluation rubric, integration of technology
observation instruments and interviews for evaluating the effectiveness of digital storytelling into
learning were implemented to examine the extent to which students were engaged in authentic
learning tasks using digital storytelling. The findings from the analysis of students-produced
stories revealed that overall, students did well in their projects and their stories met many of the
pedagogic and technical attributes of digital stories. The findings from classroom observations
and interviews revealed that despite problems observed and reported by teachers, they believed
that the digital storytelling projects could increase students’ understanding of curricular content
and they were willing to transform their pedagogy and curriculum to include digital storytelling.
The reviewed study and the current study are related because both focus on digital
storytelling as a pedagogical design for instructional delivery. The reviewed study utilized both
quantitative and qualitative research design while the present study is a quantitative research
design. In terms of differences, the reviewed study and the current study differ in relation to the
area of the study, sample size and instrument for data collection. The reviewed study was carried
out in Egypt with a sample size of 260 students and teachers and the evaluation rubric,
interviews and observation were used for data collection. The current study on the other hand
was carried out in Anambra State of Nigeria tertiary institution, using all the population of 99
business education lecturers and data was collected using a questionnaire.

65
LaFrance and Blizzard (2012) studied students’ perceptions of digital storytelling as a
learning tool for educational leaders in Georgia. The study investigated students’ perceptions of
digital storytelling as a learning tool in the fall of 2012. The population consisted of 12 students
participating in an Administrative Theory Course as part of their doctoral program in K-12 or
higher education administration at a Carnegie Doctoral Research University in Georgia. The
purpose of the non-experimental qualitative study was to examine students’ perceptions of
utilizing digital storytelling in educational leadership coursework. Archival data in the form of
student reflections were collected as part of the curriculum for the course. An inductive
analytical approach was utilized for analyzing archival data from written reflections. The
findings of the study support research on autoethnographics and digital story usage in
educational leadership and in other contexts. The students’ indicated that digital storytelling
brought them on a journey of reflection and self-discovery as they told their personal stories.
The reviewed study and the current study are related because both focus on digital
storytelling as a pedagogical design for instructional delivery. In terms of differences, the
reviewed study and the current study differ in relation to the area of the study, sample size and
instrument for data collection. The reviewed study was carried out in Georgia with a sample size
of 12 students and archival data in the form of student reflections were collected for analysis.
The current study, on the other hand, was carried out in Anambra State of Nigeria, using all the
population of 99 business education lecturers and data was collected using a questionnaire.
Demirer and Baki (2018) carried out a study on the opinions and perceptions of
prospective Turkish teachers related to the digital storytelling process. The study aimed to
investigate the opinions and perceptions of prospective Turkish teachers about the digital
storytelling process. In the study, a case study design was used. The study group was determined
66
through convenience sampling from purposeful sampling methods and it consisted of 35
prospective teachers at Recep Tayyip Erdogan University, Department of Turkish Language
Teaching. The Metaphor Identification Form was used to identify the perceptions of prospective
teachers related to digital stories and the “semi-structured interview form” was used to determine
their opinions about the digital storytelling process. The data for students’ views were analyzed
through descriptive analysis and metaphors were analyzed by content analysis. The result of the
research showed that the digital storytelling process mostly improved the writing, technology
and speaking skills of prospective Turkish teachers. It was also found that prospective Turkish
teachers perceived digital stories as a fun, gripping and reflective tool.
The reviewed study and the current study are related because both focused on digital
storytelling a pedagogical design for instructional delivery. In terms of differences, the reviewed
study and the current study differ in relation to the research design, area of the study, sample size
and instrument for data collection. The reviewed study adopted a case study research design and
was carried out in Turkey with a sample size of 35 teachers. A semi-structured interview was
used for data collection. The current study, on the other hand, adopted a descriptive survey
research design and was carried out in Anambra State of Nigeria, using all the population of 99
business education lecturers and data was collected using a questionnaire.
Dalim, Azliza, Ibrahim, Zulkipli and Yusof (2019), carried out a study on pre-service
teachers’ perception on digital storytelling for 21st century learning. The study aimed to
determine pre-service teachers’ perception towards digital storytelling for 21st century skills in a
learning environment. 150 trainee teachers from the Faculty of Education in one of the public
universities in Malaysia made up the population of the study. The study adopted a survey and
correlational analysis designs. A set of questionnaires using 5 points Likert scale was used to
67
gauge students’ responses on their experience with digital storytelling. The result of the study
revealed that pre-service teachers have moderately experienced the use of digital storytelling in
their learning. The findings also showed that the pre-service teachers responded positively
towards the use of digital storytelling in the classroom. The correlational analysis further showed
that the pre-service teachers’ experience with digital storytelling has significantly given impact
on their perception towards the implementation of digital storytelling in the teaching and
learning process.
This study is related to the current study since both focus on digital storytelling as a
pedagogical design for instructional delivery. Both studies also adopted the same instrument for
data collection. The current study is poles apart from the reviewed study as the reviewed study
utilized both survey design and correlational analysis research design while the current study is a
survey research design. The study is however different from the current study in relation to the
area of the study and sample size. The reviewed study was carried out in a Malaysian public
university with a sample size of 150 pre-service teachers. The current study on the other hand
was carried out in Anambra State of Nigeria tertiary institution, using all the population of 99
business education lecturers.
2.5 Summary of Review of Related Literature

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The review of related literature underlined the opinions of various experts concerning the
application of e-learning pedagogical designs in instructional delivery. The conceptual
framework of the study illustrated a schematic representation of the variables in the study and
how the variables are connected. The theoretical framework was based on the technology
acceptance model and the constructivist learning theory which were reviewed and their relevance
to the study were highlighted. Theoretical studies were reviewed under various headings and
showed that e-learning is now in use in Nigerian tertiary institutions as most of the educational
institutions (private and public) have web presence online which has enabled them to expand on
their current geographical reach and also to establish themselves as global educational providers.
A review of empirical studies covered related studies on different sub-classifications of e-
learning pedagogical designs. Eighteen empirical studies were reviewed, compared and
contrasted which showed that most of the studies reviewed were conducted in foreign countries.
In addition, none of the studies was carried out on business educators. This implies that the topic
has not been studied by scholars in Nigeria, maybe because e-learning is still gaining momentum
in Nigerian tertiary institutions. Consequently, in the literature reviewed, no study was seen to
have been carried out with coverage of the level of application of e-learning pedagogical designs
by business educators in tertiary institutions in Anambra State. This has left a gap in the body of
knowledge which this study intends to cover.
CHAPTER THREE
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METHOD
This chapter presents the procedures that were adopted in conducting this study under the
following subheadings: research design, area of the study, population of the study, sample and
sampling technique, instrument for data collection, validation of the instrument, reliability of the
instrument, method of data collection and method of data analysis.
3.1 Research Design
A descriptive survey research design was adopted for the study. A survey design involves
the collection of extensive data from the population to describe and interpret an existing situation
under study using a questionnaire. According to Nworgu (2015), a survey design is one in which
a group of people or items are studied by collecting and analyzing data from only a few people or
items considered to be representative of the entire group. The design was deemed appropriate
since the researcher collected data from the population of the study and draw inferences on
business educators’ level of application of e-learning pedagogical designs for instructional
delivery in tertiary institutions in Anambra State.
3.2 Area of the Study
The study was conducted in Anambra State. Anambra State is one of the states in South-
East, Nigeria with 21 Local Government Areas. The State is bounded to the east by Enugu State,
in the west by Delta State. It also shares boundaries with Imo State to the south and Abia State to
the south-east. The predominant occupations of the people of the area are both commercial and
industrial activities. The people are also engaged in service occupations like hairdressing,
teaching and entertainment among others. The main language of the people is the “Igbo”
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language. There are four (4) public tertiary institutions that offer business education in the State.
70
The choice of Anambra State for the study was informed by the fact that most tertiary institutions
in the area today have many e-learning projects like Virtual (Digital) Library Project, Local Area
Network (LAN), online web presence, among others which will embrace effective teaching and
learning of business education if adequately applied by lecturers. This makes it imperative to
ascertain the level at which business educators apply these e-learning pedagogical designs in
instructional delivery. The researcher, therefore, ascertained the level to which business
educators utilize these e-learning projects in instructional delivery.
3.3 Population of the Study
The population of the study comprised all the ninety-nine (99) business educators drawn
from four public tertiary institutions (two universities and two colleges of education) in Anambra
State. The population distribution by institutions is presented in Appendix A on page 107. The
information was obtained from the Academic Planning Units of the institutions.
3.4 Sample and Sampling Technique
The entire population were used for the study because the size is small and manageable.
Therefore, there was no sampling.
3.5 Instrument for Data Collection
Data for the study were collected using a structured questionnaire developed by the
researcher after an extensive review of the literature and consultations with experts in the field.
The instrument is titled “Level of Application of E-learning Pedagogical Design Questionnaire”
(LAEPDQ). The instrument has two sections, A and B. Section A focused on respondents’ data
such as gender and age while section B was broken into clusters of B 1 to B4, according to the
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research questions guiding the study. The instrument consisted of 31 items in part B. B 1 with 8
items focused on blended learning to address research question 1, B2 also with 8 items focused
on virtual learning to answer research question 2, B3 with 6 items focused on tele-teaching to
address research question 3 and B4 with 7 items focused on digital-storytelling to collect relevant
information relating to research question 4. The respondents were required to fill the structured
questionnaire developed by the researcher to ascertain the level of application of e-learning
pedagogical designs using a five-point scale of Very High Level (VHL); High Level (HL);
Moderate Level (ML), Low Level (LL) and Very Low Level (VLL). The instrument is presented
as Appendix C on p 109.
3.6 Validation of the Instrument
The face and content validity of the instrument was established using the opinions of
three experts. Two of the experts are in the field of business education in the Department of
Technology and Vocational Education and one expert in the measurement and evaluation unit of
the Department of Educational Foundations, all in the Faculty of Education, Nnamdi Azikiwe
University, Awka. They were asked to check whether or not the items in the instrument were
properly stated, adequate and suitable for eliciting the desired responses and to suggest suitable
modifications as they deem fit. The experts’ inputs were used in modifying the items to the
standard which was finally approved by the researcher’s supervisor. The validation reports are
presented on pp 128-130.
3.7 Reliability of the Instrument

72
The reliability of the instrument was ascertained by administering it to 22 business
educators in the University of Nigeria, Nsukka, Enugu State which is outside the area of the
study but shares similar characteristics with Anambra State. The Cronbach Alpha was used to
check the internal consistency of the instrument and reliability coefficient values of 0.89, 0.88,
0.90 and 0.75 were obtained for B1 – B4 respectively with an overall reliability index of 0.85
which was high enough for the instrument to be reliable. The reliability computation with
Cronbach alpha is shown in Appendix D on p 112.
3.8 Method of Data Collection
Copies of the questionnaires were administered personally by the researcher with the help
of two research assistants who were briefed on the modalities. The on-the-spot method was
adopted. 90 Completed copies of the questionnaire were collected from the respondents on the
spot, thereby recording 91% return.
3.9 Method of Data Analysis
Descriptive and inferential statistics were applied for data analysis. Arithmetic mean was
used to analyze data for the research questions and standard deviation was used to determine
how the respondents’ responses were spread out. Decisions on research questions were based on
the cluster means relating to the real limit of numbers on a five-point of the scale values as
stated:
Responses Scale Boundary Limits
Very High Level 5 4.50 – 5.00
High Level 4 3.50 – 4.49

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Moderate Level 3 2.50 – 3.49
Low Level 2 1.50 – 2.49
Very Low Level 1 0.50 – 1.49
The t-test was used to test the null hypotheses at 0.05 level of significance. A null hypothesis
was rejected where the p-value is less than or equal to 0.05 level of significance. Conversely,
where the calculated p-value is greater than the level of significance (0.05), the null hypothesis
was accepted. The analysis was done with the application of a computer software programme:
Statistical Package for Social Sciences (SPSS) version 23.

74
CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents the results of the study. Data collected with respect to the four
research questions and eight null hypotheses were analyzed and presented in Tables 1-12.
4.1 Results
4.1.1 Research Question 1
What is the level of application of blended learning in instructional delivery by business
Analysis of data relating to this research question is presented in Table 1
Table 1
Mean responses of Business Educators on level of application of blended learning
S/No Items on Blended Learning Mean SD Decision

1. Delivering pre-work online 2.88 1.40 Moderate level
2. Rotating the students on a teacher-set fixed schedule 2.80 1.34 Moderate level
and online instruction
3. Allowing students to choose one or more contents Moderate level
entirely online and supplementing classic face to face 2.83 1.37
teaching of other contents
4. Delivering entire content on an online platform but 2.90 1.46 Moderate level
in the classroom.
5. Delivering entire content on an offline platform (pre- Moderate level
recorded videos, audio and video conference) but in 2.84 1.36
the classroom
6. Putting assessment/reviews online 2.79 1.39 Moderate level
7. Online lab (delivering lab or field components of 2.70 1.31 Moderate level
course online)
8. Putting reference materials on the web 2.91 1.36 Moderate level
Cluster Mean 2.83 1.37 Moderate

level
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Data presented in Table 1 show that73business educators apply all the items 1 – 8, with
mean scores ranging from 2.70 – 2.91 at a moderate level. The cluster mean of 2.83 indicates
that business educators in tertiary institutions in Anambra State apply blended learning in
instructional delivery at a moderate level. The standard deviations of 1.31 to 1.46 with a cluster
of 1.37 showed homogeneity in business educators’ responses indicating greater consensus of
opinion.
What is the level of application of virtual learning in instructional delivery by business
Table 2
Mean responses of Business Educators on level of application of virtual learning

S/No Items on Virtual Learning Mean SD Decision
9. Engaging students in synchronous communication Moderate level
activities using virtual chat 2.82 1.37
10. Engaging students in asynchronous communication Moderate level
activities using CD-ROM or DVD. 2.77 1.29
11. Providing instructions to students through online Moderate level
forums. 2.95 1.38
12. Providing instructions to students through instant Moderate level
messaging. 3.08 1.25
13. Providing instructions to students through digital Moderate level
videos. 2.65 1.33
14. Using web authoring tools to develop instructional Moderate level
modules that engage students. 2.60 1.37
15. Providing instructions by video conferencing Low level
through Skype. 2.44 1.38
16. Providing instruction by software installed on a Moderate level
local computer through the web or online. 2.62 1.43
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Cluster Mean 2.74 1.35 Moderate

level
Data presented in Table 2 show that business educators applied items 9, 10, 11, 12, 13,
14, and 16 with mean scores ranging from 2.60 – 3.08 at a moderate level while business
educators apply item 15 with a mean score of 2.44 at a low level. The cluster mean of 2.74
reveals that business educators in tertiary institutions in Anambra State apply virtual learning in
instructional delivery at a moderate level. The standard deviations of 1.25 to 1.43 with a cluster
of 1.35 are within the same range showing homogeneity in business educators’ responses.
What is the level of application of teleteaching in instructional delivery by business
Table 3
Mean responses of Business Educators on level of application of teleteaching
S/No Items on Teleteaching Mean SD Decision
17. Delivering offline recorded lectures on television. 2.40 1.38 Low level
18. Delivering audio recorded lectures to students on Low level
2.32 1.13
the telephone.
19. Delivering computer-generated text lectures to Low level
2.43 1.23
students via blogs.
20. Delivering computer-generated text lectures to Low level
2.44 1.23
students via websites.
21. Delivering computer-generated text lectures to Moderate level
2.74 1.26
students via e-mail
22. Delivering lectures using Power Point Moderate level
2.82 1.36
presentations.
Cluster Mean 2.53 1.27 Moderate level
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Data presented in Table 3 show that business educators applied items 17, 18, 19 and 20
with mean scores ranging from 2.32 – 2.44 at a low level while business educators apply items
21 and 22 with mean scores of 2.74 and 2.82 respectively at a moderate level. The cluster mean
of 2.53 indicates that business educators in tertiary institutions in Anambra State apply
teleteaching in instructional delivery at a moderate level. The standard deviations of 1.13 to 1.38
with a cluster of 1.27 are within the same range showing that business educators are not wide
apart in their responses.
What is the level of application of digital storytelling in instructional delivery by business
Table 4
Mean responses of Business Educators on level of application of digital storytelling.

S/No Items on Digital Storytelling Mean SD Decision
23. Creating electronic informative stories/instructive Low level
2.40 1.31
stories.
24. Creating short video clip on YouTube to tell stories Low level
2.47 1.30
to present information on specific topics.
25. Creating intricate games with course contents by Low level
2.45 1.18
assigning points and levels to certain actions.
26. Creating short film which uses words, music, Low level
sound effects and moving images to present 2.35 1.15
information on specific topics.
27. Creating a website that contains audio clips with Low level
comments to present information on specific 2.38 1.20
topics.
28. Creating electronic personal narratives on specific Low level
2.31 1.32
topics and particular viewpoints.
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29. Creating visual images and 3D pictures to tell Low level

creative stories on specific topics and particular 2.11 1.20
view.
Cluster Mean 2.35 1.24 Low level
Data presented in Table 4 show that business educators apply all the items 23 – 29, with
mean scores ranging from 2.11 – 2.47 at a low level. The cluster mean of 2.35 indicates that
business educators in tertiary institutions in Anambra State apply digital storytelling in
instructional delivery at a low level. The standard deviations of 1.15 to 1.32 with a cluster of
1.24 are within the same range showing that business educators are not wide apart in their
responses.
4.1.5 Hypothesis 1
Male and female business educators in tertiary institutions in Anambra State do not differ
significantly on their level of application of blended learning in instructional delivery.
Table 5
Summary of t-test result on the level of application of blended learning by male and female
business educators in tertiary institutions in Anambra State.
Blended N X SD df t-value p-value Decision

learning
Male 33 2.77 1.07

88 -.350 .727 Not
significant
Female 57 2.87 1.30
Data in Table 5 shows that male and female business educators in tertiary institutions in
Anambra State do not differ significantly on their level of application of blended learning in
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instructional delivery. This is shown by the p-value of .727 which is greater than the significant
level of 0.05. This shows that there is no significant difference in the mean responses of business
educators. Therefore, the null hypothesis of no significant difference between the two groups is
accepted.
4.1.6 Hypothesis 2
Business educators in tertiary institutions in Anambra State do not differ significantly on
their level of application of blended learning in instructional delivery as a result of age.
Table 6
Summary of t-test result on the level of application of blended learning by business
educators in tertiary institutions in Anambra State as a result of age.
Blended N X SD df t-value p-value Decision

learning
35yrs and 33 2.66 1.20

Below
88 -1.01 .317 Not
significant
Above 35yrs 57 2.92 1.22
Data in Table 6 shows that business educators in tertiary institutions in Anambra State do not
differ significantly on their level of application of blended learning in instructional delivery as a
result of age. This is shown by the p-value of .317 which is greater than the significant level of
0.05. This shows that there is no significant difference in the mean responses of business
accepted.
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4.1.7 Hypothesis 3
significantly on their level of application of virtual learning in instructional delivery.
Table 7
Summary of t-test result on the level of application of virtual learning by male and female
Virtual N X SD df t-value p-value Decision

learning
Male 33 2.69 1.14

88 -.343 .732 Not
significant
Female 57 2.78 1.21
Anambra State do not differ significantly on their level of application of virtual learning in
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accepted.
4.1.8 Hypothesis 4
their level of application of virtual learning in instructional delivery as a result of age.
Table 8
Summary of t-test result on the level of application of virtual learning by business
Virtual learning N X SD df t-value p-value Decision
35 years and 33 2.60 1.29

Below
88 -.852 .396 Not
significant
Above 35 years 57 2.82 1.12
differ significantly on their level of application of virtual learning in instructional delivery as a
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accepted.
4.1.9 Hypothesis 5
significantly on their level of application of tele-teaching in instructional delivery.
Table 9
Summary of t-test result on the level of application of teleteaching by male and female
Tele-teaching N X SD df t-value p-value Decision
Male 33 2.54 1.04

88 .087 .931 Not
significant
Female 57 2.52 1.05
Anambra State do not differ significantly on their level of application of tele-teaching in

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accepted.
4.1.10 Hypothesis 6
their level of application of teleteaching in instructional delivery as a result of age.
Table 10
Summary of t-test result on the level of application of teleteaching by business educators in
tertiary institutions in Anambra State as a result of age.
Virtual learning N X SD df t-value p-value Decision
35 years and 33 2.28 .85

Below
88 -1.72 .089 Not
significant
Above 35 years 57 2.67 1.11
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differ significantly on their level of application of tele-teaching in instructional delivery as a
accepted.
4.1.11 Hypothesis 7
significantly on their level of application of digital storytelling in instructional delivery.
Table 11
Summary of t-test result on the level of application of digital storytelling by male and
female business educators in tertiary institutions in Anambra State.
Digital N X SD df t-value p-value Decision

storytelling
Male 33 2.31 1.01

88 -.681 .497 Not
significant
85
Female 57 2.47 1.12
Anambra State do not differ significantly on their level of application of digital storytelling in
accepted.
4.1.12 Hypothesis 8
their level of application of digital storytelling in instructional delivery as a result of age.
Table 12
Summary of t-test result on the level of application of digital storytelling by business
Digital storytelling N X SD df t-value p-value Decision
35 years and Below 33 2.43 .85

88 .095 .925 Not
86
significant
Above 35 years 57 2.41 1.11
differ significantly on their level of application of digital storytelling in instructional delivery as
a result of age. This is shown by the p-value of .925 which is greater than the significant level of
accepted.
4.2 Discussion of Findings
The findings of this study are organized and discussed based on the research questions guiding
the study as well as the eight hypotheses tested.
The discussions are done under the following headings:
4.2.1 Level of application of blended learning in instructional delivery

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The findings of the study indicated that business educators in tertiary institutions in Anambra
State moderately applied blended learning in instructional delivery. The findings are similar to
the findings of Ng Ling Ying and Yang (2017) who stated that most academics were new to
blended learning and had never implemented blended learning initiatives in their units. Ng Ling
Ying and Yang further stated that the implementation of blended learning was certainly a new
challenge for most educators as they have to change their delivery methods to accommodate the
use of technology. In support of this Schutte, Cronje, Mokoena, Barkhuizen and Mokoto (2017)
held that lecturers perceived training in blended learning approaches as positive but many
challenges were identified that can limit the effective implementation of blended learning such as
resistance to change, lack of infrastructure, lack of computer literacy among others. Also, the
findings disagree with that of Jeffery, Milne, Suddaby and Higgins (2014) who revealed that
despite teachers’ resistance to the use of technology in education, blended learning has increased
rapidly, driven by evidence of its advantages over either online or classroom teaching alone.
The test of the first hypothesis indicated that there was no significant difference in the mean
responses of male and female business educators in tertiary institutions in Anambra State on their
level of application of blended learning in instructional delivery. This agrees with Okocha,
Eyiolorunsho and Oguntayo (2016) who stated that gender did not significantly affect the user
acceptance of blended learning. This implies that gender has no significant influence on the
adoption and application of blended learning in instructional delivery. Also, the second
hypothesis revealed that age does not influence the mean responses of business educators in
tertiary institutions in Anambra State on their level application of blended learning in
instructional delivery. This agrees with the findings of Fleming, Becker and Newton (2017) who
stated that despite the often espoused stereotype, age is not a significant factor impacting either
88
future use intention or satisfaction with blended learning. Fleming, Becker and Newton further
stated that educators’ age should not be seen as an obstacle to blended learning implementation,
rather attention needs to be turned to effective and user-friendly blended learning intervention
along with sufficient technical support.
4.2.2 Level of application of virtual learning in instructional delivery
The findings of the study revealed that business educators in tertiary institutions in Anambra
State applied virtual learning in instructional delivery at a moderate level. This corroborates with
that of Choeda, Dorji and Par-Ola (2016) who reported that the status of ICT integrated
pedagogy especially virtual learning in higher education is at an early stage and is affected by
low-speed internet connectivity and a lack of adequate resources as well as training. In support,
Rashid, Shukor, Tasir and Na (2021) found that teachers were moderately ready to use a virtual
learning environment and they moderately accepted the implementation of virtual learning.
Educators have realized the usefulness and the ease of use of virtual learning which in turn have
influenced their acceptance of virtual learning as a mode of instructional delivery in the 21 st
century.
The result of the third hypothesis indicated that male and female business educators in tertiary
institutions in Anambra State do not differ significantly on their level of application of virtual
learning in instructional delivery. This disagrees with Park, Kim and Han (2019) who reported a
moderating effect of gender difference between perceived usefulness on intention to use in the
Technology Acceptance Model (TAM). Park, Kim and Han further noted that the effect of
perceived usefulness on intentions to use is greater for the male who tends to be highly task-
oriented. Also, the fourth hypothesis revealed that age has a significant effect on the mean
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responses of business educators in tertiary institutions in Anambra State on their level of
application of virtual learning in instructional delivery. This also disagrees with Wang, Wu and
Wang (2009) who found that age differences moderate the effect of effort expectancy and social
influence on virtual learning use intention.
4.2.3 Level of application of teleteaching in instructional delivery
The findings of the study indicated that business educators in tertiary institutions in Anambra
State applied teleteaching at a low level. This aligns with that of Adelabu and Adu (2014) who
reported that business educators in Nigeria rarely utilize multi-media and hypermedia in
instructional delivery for some reasons ranging from usability problems, lack of conceptual
foundation among others. The low level of application of these modern technologies in education
has hampered the efficiency in the instructional delivery of business educators. In support of
this,Vin-Mbah (2016) held that business educators in tertiary institutions in Anambra State do
not utilize multimedia and hypermedia technologies in the business education classroom. Testing
of the fifth hypothesis revealed that a significant difference did not exist in the mean scores of
male and female business educators in tertiary institutions in Anambra State on their level of
application of teleteaching in instructional delivery. This agrees with the findings of Vin-Mbah
(2016) which reported that male and female business educators do not significantly differ in their
mean ratings on the extent they utilize multimedia and hypermedia technologies in the
classroom. This indicated that male and female business educators are comparable in terms of
their application of teleteaching in the business education classroom. Also, the sixth hypothesis
revealed that age has a moderating effect on business educators’ level of application of
teleteaching in instructional delivery. This is in line with the findings of Aldowah, Umar and
Ghazal (2019) who reported that teachers’ age does not significantly influence individual
90
adoption and application of e-learning in their teaching. However, these results does not align
with Al-Mamary and Shamsuddin (2015) who proved that age has a significant impact on the
usage of e-learning in instructional delivery.
4.2.4 Level of application of digital storytelling in instructional delivery
The findings of the study revealed that business educators in tertiary institutions in Anambra
State applied digital storytelling at a low level. Similar findings were obtained by Robin (2016),
who reported that the term of digital stories might not be familiar to everyone even though the
actions of compiling images, text, recorded audio narration, video clips and music in short
movies have been occurring for the past few decades. This implies that most educators tend to
act without knowing the exact term relating to it. This disagrees with Dalim, Azliza, Ibrahim,
Zulkipli and Yusof (2019) who held that pre-service teachers moderately experienced the use of
digital storytelling in their learning. Another study done by Gakhar (2007) also showed a
moderate level of exposure of respondents towards digital storytelling.
The findings of the seventh hypothesis indicated that there was no significant difference in the
mean responses of male and female business educators on their level of application of digital
storytelling. This disagrees with Suki and Suki (2017) who observed that female teachers were
more experienced in the use of animation and storytelling than their male counterparts. Also, the
eighth hypothesis revealed that age has no statistically significant effect on the level at which
business educators applied digital storytelling in instructional delivery. This is in line with
Alexandrakis, Chorianopoulos and Tselios (2020) who reported that age had no statistically
moderating effect on the usage of Web 2.0 storytelling technologies.

91
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter summarizes the findings of the study, draws conclusion and makes
recommendations and suggestions for further studies.
5.1 Summary of Findings

92
The findings of the study are summarized as follows:
1. Business educators in tertiary institutions in Anambra State moderately applied blended
learning in instructional delivery. All eight items were being applied by business
educators at a moderate level.
2. Male and female business educators in tertiary institutions in Anambra State do not differ
significantly on the level at which they applied blended learning in instructional delivery.
3. Business educators in tertiary institutions in Anambra State do not differ significantly on
their application of blended learning as a result of age.
4. Business educators in tertiary institutions in Anambra State applied virtual learning at a
moderate level. Out of eight items, only 93

one was being applied by business educators at a
low level.
5. Significant difference does not exist in the mean responses of male and female business
educators in tertiary institutions in Anambra State on the level at which they applied
virtual learning in instructional delivery.
6. There is no significant difference in the mean responses of business educators on their
level of application of virtual learning as a result of age.
7. Business educators in tertiary institutions in Anambra State applied teleteaching at a low
level. Out of six items, only two were being applied by business educators at a moderate
level.
90
8. Male and female business educators in tertiary institutions in Anambra State do not
differ significantly on the level at which they applied teleteaching in instructional
delivery.
93
9. Business educators in tertiary institutions in Anambra State do not differ significantly on
their application of teleteaching as a result of age.
10. Business educators in tertiary institutions in Anambra State applied digital storytelling at
a low level. All the seven items were being applied by business educators at a low level.
11. Significant difference does not exist in the mean responses of male and female business
educators in tertiary institutions in Anambra State on the level at which they applied
digital storytelling in instructional delivery.
12. There is no significant difference in the mean responses of business educators on their
level of application of digital storytelling as a result of age.
5.2 Conclusion
Based on the findings of the study, it is clear that from asides blended learning which has gained
popularity among business educators, the other pedagogical designs (virtual learning,
teleteaching and digital storytelling) discussed in the study are still at their early stage of
adoption and application among business educators. This is a sad development bearing in mind
that e-learning is not a new topic in Nigeria. The popularity of these technologies among
business education students has increased their expectations to see these technologies used in the
teaching-learning process. Unfortunately, business educators are still lagging in the application
of these pedagogical designs in instructional delivery. Also the new normal as a result of the
Covid-19 pandemic requires the full adoption and application of these pedagogical designs in
instructional delivery in tertiary institutions.
5.3 Implications of Findings

94
The demand for e-learning has increased in recent years due to the convenience of course
delivery and the importance of the active participation of students in the learning process for
effective teaching and learning. The new generation of learners with distinct learning profiles
compared to other generations require the use of varied and creative educational resources to
support their capabilities and motivation for learning. The findings of this study have several
implications that may assist business educators, business education students, school
administrators and curriculum developers.
The findings of this study have created insight into the level of e-learning application by business
educators. Business educators are therefore inspired to change their delivery methods according
to technological progress. In the past, the delivery of instructions and instructional materials was
in printed form as in handouts and books. Hence, in efforts to cater for the 21 st century learners,
educators need to increase their technical skills so that their delivery would be efficient, effective
and enjoyable, not necessarily within a classroom.
An implication for business education students, the contemporary labour market needs potential
employees who are competitive, committed, creative and technology savvy. This study shows
poor application of e-learning which is empowered by ICT in instructional delivery.
Consequently, upon graduation, students will lack employability skills, knowledge and attitude
to function effectively in the modern world of technological advancement.
Wider coverage, increased student quota and delivery of modern and quality education are one of
the goals of an institution. E-learning allows wider coverage and flexible access to quality
education. There is an emergency need for the school management to take appropriate and timely
action in adopting the e-learning approach in the entire schools /faculties and or departments of
95
business education to have a wider coverage of learners and intending learners not only across
the country but the world.
The findings of this study also show that the current curriculum of business education
programmes in tertiary institutions is void of contents that integrate e-learning in instructional
delivery. Therefore, curriculum planners should upgrade the business education curriculum to
include contents that integrate e-learning in instructional delivery.
5.4 Recommendations
1. Administrators of business education programmes should regularly organize in-service
training to train and retrain business educators on current trends in the application of e-
learning pedagogical designs in the classrooms. Lecturers should from time to time avail
themselves the opportunity to get acquainted with the state-of-the-art technology by
attending the training programmes, workshops and seminars.
2. Government and business education curriculum planners should make policies on the
integration of these e-learning pedagogical designs into the curriculum of business
education programmes in tertiary institutions compulsory.
3. There should be adequate provision of infrastructure like electricity, internet connections
and buildings that supports the application of e-learning pedagogical designs.
4. E-learning pedagogical designs should be applied in the instructional delivery of business
education in the tertiary institution to equip students with the requisite digital skills
needed for jobs in the 21st century labour.
5.5 Suggestions for Further Studies

96
1. Constraints to the full adoption and application of e-learning pedagogical designs in
instructional delivery by business educators in tertiary institutions in Anambra State.
2. Pedagogical competencies required by business educators in tertiary institutions in
Anambra State for effective application of e-learning pedagogical designs in instructional
delivery.
3. Students’ perception on the application of blended learning in instructional delivery for
21st century learning in tertiary institutions in Anambra State.
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APPENDIX A
Population Distribution by Institutions
S/N Name of Institution Number
1 Federal College of Education (Technical), Umunze 56

109
2 Nwafor Orizu College of Education, Nsugbe 15
3 Chukwuemeka Odumegwu Ojukwu University, 8

Igbariam
4 Nnamdi Azikiwe University, Awka 20
Total 99
Source: Academic Planning Units of the Institutions.
APPENDIX B
LETTER OF TRANSMITTAL
Dept. of Technology and Vocational

Education,
110
Faculty of Education
Nnamdi Azikiwe University,
Awka.
3rd March, 2020.
Dear Respondent,
Request to Complete a Questionnaire
I am a post graduate student of the above named department and institution. I am conducting a
research study on “Level of Application of E-learning Pedagogical Design among Business
Educators in Anambra State”.
The attached questionnaire is designed for collection of relevant data for the study. As a business
educator, in my area of study, I humbly request you to assist me to successfully complete the
study by completing the questionnaire. I assure you that your response will be strictly used for
the stated academic purpose and treated with utmost confidentiality.
Thank you for your anticipated cooperation.
Yours Faithfully,
Ikpat, Nzube Happiness

(Researcher)
08034494061
APPENDIX C
Level of Application of E-learning Pedagogical Design Questionnaire (LAEPDQ)
SECTION A: Personal Data

111
Instruction: Please indicate your response to the following items by ticking (√) in the appropriate
boxes.
1. Gender(a) Male (b) Female
2. Age (a) 35yrs and Below (b) Above 35yrs
SECTION B: Application of e-learning Pedagogical Designs among Business Educators
Instruction: Please indicate the level at which you apply the e-learning pedagogical designs
listed in sections B1 to B4 in your instructional delivery by ticking the appropriate column using
the following guideline and keys to the codes:
21 – 24 times in a semester indicates (VHL) = Very High Level
15 – 20 times in a semester indicates (HL) = High Level
10 – 14 times in a semester indicates (ML) = Moderate Level
4 – 9 times in a semester indicates (LL) = Low Level
0 – 3 times in a semester indicates (VLL) = Very Low Level
B1: Application of blended learning in instructional delivery
S/N Blended learning VHL HL ML LL VLL
3 Delivering pre – work online
4 Rotating the students on a teacher-set fixed schedule

and online instruction.
5 Allowing students to choose one or more contents

entirely online and supplementing classic face to face
teaching of other contents.
6 Delivering entire content on an online platform but in

the classroom.
7 Delivering entire content on an offline platform (pre-

recorded videos, audio and video conference) but in the
classroom.
8 Putting assessment/reviews online
9 Online lab (delivering lab or field components of

course online)
112
10 Putting reference materials on web
B2: Application of virtual learning in instructional delivery
S/N Virtual learning VHL HL ML LL VLL
11 Engaging students in synchronous communication

activities using virtual chat
12 Engaging students in asynchronous communication

activities using CD-ROM or DVD.
13 Providing instructions to students through online

forums.
14 Providing instructions to students through instant

messaging.
15 Providing instructions to students through digital

videos.
16 Using web authoring tools to develop instructional

modules that engage students.
17 Providing instructions by video conferencing through

Skype.
18 Providing instruction by a software installed on a local

computer through the web or online.
B3: Application of tele – teaching in instructional delivery
S/N Tele - teaching VHL HL ML LL VLL
19 Delivering offline recorded lectures on television.

113
20 Delivering audio recorded lectures to students on

telephone.
21 Delivering computer-generated text lectures to students

via blogs.

via websites.

via e-mail
24 Delivering lectures using power point presentation.
B4: Application of digital story telling in instructional delivery
S/N Digital storytelling VHL HL ML LL VLL
25 Creating electronic informative stories/instructive

stories.
26 Creating short video clip on YouTube to tell stories in

order to present information on specific topics.
27 Creating intricate games with course contents by

assigning points and levels to certain actions.
28 Creating short film which uses words, music, sound

effects and moving images to present information on
specific topics.
29 Creating a website which contains audio clips with

comments to present information on specific topics.
30 Creating electronic personal narratives on specific

topics and on particular viewpoints.
31 Creating visual images and 3D pictures to tell creative

stories on specific topics and on particular view.
APPENDIX D
SPSS RELIABILITY RESULT OUTPUT
RELIABILITY
114
/VARIABLES=VAR00001 VAR00002 VAR00003 VAR00004 VAR00005

VAR00006 VAR00007 VAR00008
/SCALE('Blended Learning Strategies') ALL
/MODEL=ALPHA
/STATISTICS=DESCRIPTIVE SCALE CORR
/SUMMARY=TOTAL.
Reliability
[DataSet0]
Scale: Level of application of blended learning in instructional delivery
Case Processing Summary

N %
Cases Valid 22 100.0
Excluded
a 0 .0
Total 22 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
Alpha Based
on
Cronbach's Standardize N of
Alpha d Items Items
.898 .897 8
RELIABILITY
VAR00006 VAR00007 VAR00008
/SCALE('Virtual Learning Strategies') ALL
/MODEL=ALPHA
115

/SUMMARY=TOTAL.
Reliability
[DataSet0]
Scale: Level of application of virtual learning in instructional delivery

N %
Excluded
a 0 .0
Total 22 100.0
Cronbach's
Alpha Based
on
Alpha d Items Items
.889 .887 8
RELIABILITY
VAR00006
/SCALE('Tele-teaching Strategies') ALL
/MODEL=ALPHA
116

/SUMMARY=TOTAL.
Scale: Level of application of tele-teaching in instructional delivery

N %
Excluded
a 0 .0
Total 22 100.0
Cronbach's
Alpha
Based on
Alpha d Items Items
.904 .861 6
RELIABILITY
VAR00006 VAR00007
/SCALE('Digital Story Telling Strategies') ALL
/MODEL=ALPHA
117

/SUMMARY=TOTAL.
Scale: Level of application of digital storytelling in instructional delivery

N %
Excluded
a 0 .0
Total 22 100.0
Cronbach's
Alpha Based
on
Alpha d Items Items
.756 .730 7
Overall Reliability index
0.89+0.88+0.90+0.75 = 3.42 = 0.85

4 4
APPENDIX E
SPSS RESULT SHOWING ANALYSIS OF MEAN, STANDARD DEVIATION AND T-

TEST
118
DESCRIPTIVES VARIABLES=Question3 Question4 Question5 Question6 Question7

Question8 Question9 Question10
/STATISTICS=MEAN STDDEV.
Research Question 1
Descriptive Statistics
N Mean Std. Deviation
Delivering pre – work online 90 2.8778 1.39685

Rotating the students on a
teacher-set fixed schedule 90 2.8000 1.34248
and online instruction
Allowing students to choose
one or more contents
entirely online and
90 2.8333 1.36777
supplementing classic face
to face teaching of other
contents
Delivering entire content on
an online platform but in the 90 2.9000 1.46149
classroom.
Delivering entire content on
an offline platform (pre-
recorded videos, audio and 90 2.8444 1.36498
video conference) but in the
classroom.
Putting assessment/reviews
90 2.7889 1.38608
online
Online lab (delivering lab or
field components of course 90 2.7000 1.31072
online)
Putting reference materials
90 2.9111 1.36278
on web
Valid N (listwise) 90

Question16 Question17 Question18
119
Research Question 2
Engaging students in
synchronous communication 90 2.8222 1.37046
activities using virtual chat
Engaging students in
asynchronous
90 2.7778 1.29630
communication activities
using CD-ROM or DVD.
Providing instructions to
students through online 90 2.9556 1.38135
forums.
students through instant 90 3.0889 1.25102
messaging.
students through digital 90 2.6556 1.33375
videos.
Using web authoring tools to
develop instructional
90 2.6000 1.37228
modules that engage
students.
Providing instructions by
video conferencing through 90 2.4444 1.38297
Skype.
Providing instruction by a
software installed on a local
90 2.6222 1.43455
computer through the web or
online.

Question24
120
Research Question 3
Delivering offline recorded

90 2.4000 1.38856
lectures on television.
Delivering audio recorded
lectures to students on 90 2.3222 1.13996
telephone.
Delivering computer-
generated text lectures to 90 2.4333 1.23661
students via blogs.
students via websites.
students via e-mail
Delivering lectures using
90 2.8222 1.36223
power point presentation.

Question30 Question31
Research Question 4
121
Creating electronic
informative stories/instructive 90 2.4000 1.31713
stories.
Creating short video clip on
YouTube to tell stories in
90 2.4778 1.30020
order to present information
on specific topics.
Creating intricate games with
course contents by assigning
90 2.4556 1.18190
points and levels to certain
actions.
Creating short film which
uses words, music, sound
effects and moving images 90 2.3556 1.15448
to present information on
specific topics.
Creating a website which
contains audio clips with
comments to present 90 2.3889 1.20574
information on specific
topics.
Creating electronic personal
narratives on specific topics 90 2.3111 1.32092
and on particular viewpoints.
Creating visual images and
3D pictures to tell creative
90 2.1111 1.20341
stories on specific topics and
on particular view.
122
COMPUTE Blendedlearning=MEAN(Question3, Question4,Question5,

Question6, Question7, Question8, Question9, Question10).
EXECUTE.
T-TEST GROUPS=gender(1 2)
/MISSING=ANALYSIS
/VARIABLES=Blendedlearning
/CRITERIA=CI(.95).
Hypothesis 1
Group Statistics
Gender N Mean Std. Deviation Std. Error Mean
blendedlearning Male 33 2.7727 1.07140 .18651
Female 57 2.8662 1.29686 .17177
Independent Samples Test
Levene's Test for Equality

of Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
Blendedlearning Equal variances

1.905 .171 -.350 88 .727 -.09350 .26680 -.62371 .43670
assumed
Equal variances
-.369 77.463 .713 -.09350 .25356 -.59835 .41135
not assumed
123
COMPUTE Blendedlearning=MEAN(Question3, Question4,Question5, Question6,

Question7, Question8, Question9, Question10).
EXECUTE.
T-TEST GROUPS=age(1 2)
/MISSING=ANALYSIS
/VARIABLES=Blendedlearning
/CRITERIA=CI(.95).
Hypothesis 2
Group Statistics
Age N Mean Std. Deviation Std. Error Mean
Blendedlearning 35yrs and Below 33 2.6629 1.19467 .20796
Above 35yrs 57 2.9298 1.22429 .16216
Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
F Sig. t Df tailed) Difference Difference Lower Upper
blendedlearning Equal variances

.009 .924 -1.006 88 .317 -.26695 .26546 -.79450 .26061
assumed
Equal variances not

-1.012 68.312 .315 -.26695 .26372 -.79314 .25925
assumed
124
COMPUTE Virtuallearning=MEAN(Question11, Question12,Question13, Question14,

EXECUTE.
/MISSING=ANALYSIS
/VARIABLES=Virtuallearning
/CRITERIA=CI(.95).
Hypothesis 3
Group Statistics
Virtuallearning Male 33 2.6894 1.14484 .19929
Female 57 2.7785 1.21215 .16055
Levene's Test for

Equality of Variances t-test for Equality of Means
95% Conf
Interval
Sig. (2- Mean Std. Error Differe
F Sig. t df tailed) Difference Difference Lower
Virtuallearning Equal variances

.010 .922 -.343 88 .732 -.08911 .25989 -.60559
assumed
Equal variances not

-.348 70.135 .729 -.08911 .25592 -.59951
assumed
125
COMPUTE Virtuallearning=MEAN(Question11, Question12,Question13, Question14,

EXECUTE.
/MISSING=ANALYSIS
/VARIABLES=Virtuallearning
/CRITERIA=CI(.95).
Hypothesis 4
Group Statistics
Virtuallearning 35yrs and Below 33 2.6061 1.28548 .22377
Above 35yrs 57 2.8268 1.12196 .14861
Levene's Test for

95% Confidence
Interval of the

virtuallearning Equal variances

1.619 .207 -.852 88 .396 -.22069 .25900 -.73539 .29401
assumed
Equal variances not

-.822 59.803 .415 -.22069 .26862 -.75806 .31667
assumed
126
COMPUTE Teleteaching=MEAN(Question19, Question20,Question21, Question22,

Question23, Question24).
EXECUTE.
/MISSING=ANALYSIS
/VARIABLES=Teleteaching
/CRITERIA=CI(.95).
Hypothesis 5
Group Statistics
Teleteaching Male 33 2.5404 1.03584 .18032
Female 57 2.5205 1.05271 .13944
Levene's Test for

95% Confidence Interval
Sig. (2- Mean Std. Error of the Difference
Teleteaching Equal variances

.002 .961 .087 88 .931 .01994 .22893 -.43502 .47490
assumed
Equal variances
.087 .931 .01994 .22794 -.43493 .47480
not assumed 67.849
COMPUTE Teleteaching=MEAN(Question19, Question20,Question21, Question22,

Question23, Question24).
127
EXECUTE.
/MISSING=ANALYSIS
/VARIABLES=Teleteaching
/CRITERIA=CI(.95).
Hypothesis 6
Group Statistics
teleteaching 35yrs and Below 33 2.2828 .85033 .14802
Above 35yrs 57 2.6696 1.11914 .14823
Levene's Test for

Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
teleteaching Equal variances

2.557 .113 -1.717 88 .089 -.38676 .22520 -.83430 .06078
assumed
Equal variances not

-1.846 81.517 .068 -.38676 .20949 -.80353 .03001
assumed
COMPUTE Digitalstorytelling=MEAN(Question25, Question26,Question27,

EXECUTE.
128
/MISSING=ANALYSIS
/VARIABLES=Digitalstorytelling
/CRITERIA=CI(.95).
Hypothesis 7
Group Statistics
Digitalstorytelling Male 33 2.3117 1.01799 .17721
Female 57 2.4737 1.12426 .14891
Levene's Test for

95% Confidence
Interval of the
Digitalstorytelling Equal variances

.810 .371 -.681 88 .497 -.16200 .23773 -.63443 .31044
assumed
Equal variances
-.700 72.493 .486 -.16200 .23147 -.62337 .29937
not assumed
COMPUTE Digitalstorytelling=MEAN(Question25, Question26,Question27,

129
EXECUTE.
/MISSING=ANALYSIS
/VARIABLES=Digitalstorytelling
/CRITERIA=CI(.95).
Hypothesis 8
Group Statistics
digitalstorytelling 35yrs and Below 33 2.4286 1.06845 .18599
Above 35yrs 57 2.4060 1.10155 .14590
Levene's Test for

95% Confidence
Interval of the
digitalstorytelling Equal variances

.078 .780 .095 88 .925 .02256 .23834 -.45110 .49622
assumes
Equal variances not

.095 68.647 .924 .02256 .23639 -.44908 .49419
assumed

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1

relies strongly on educational advancement, which in turn relies on technological development.

As an aspect of vocational education, business education plays a vital role in national

development. Business education is an academic programme offered in tertiary educational

education, therefore education in the 21st-century global knowledge economy requires a

interaction with instructional content.

monitoring students’ academic progress, assessing students’ learning performance, providing

asserted that e-learning is a ground-breaking approach for delivering electronically, well-

designed, learner-centred, and interactive learning environments in either synchronous or

of technologies involved in information processing and electronic communication such as

development and implementation of these designs in the classroom.

learning, flipped learning, inverted learning, collaborative learning, Computer-Based Training

identified by Akudolu (2012).

Blended learning as an aspect of e-learning refers to a learning encounter in which face to

face or traditional teacher-learner instruction is combined with technology-mediated instruction.

Virtual learning which occurs in a virtual learning environment is a system constructed

created (and subsequently sustained) within a computer-generated space. A virtual learning

collaboration between students/learners and educators/teachers. Virtual learning can be

supported by tele-teaching in a bid to impart distance learning.

communication between teacher and learners) or asynchronously (involving delayed or not-at-

families or preparing lessons for delivery synchronously or asynchronously. Tele-teaching can be

Communication Technology (ICT). Tele-teaching medium included various technology such as

computer-mediated communication technologies, interactive TV, telephone and telefax, TV

reviewed different scholars’ definitions of tele-teaching, in this study, tele-teaching is an

Another pedagogical design to be considered in this study is digital storytelling.

lessons are effectively delivered within tertiary institutions.

application of e-learning pedagogical designs in instructional delivery. Some of these

application of e-learning pedagogical designs.

quest to apply e-learning pedagogical designs in instructional delivery.

In instructional delivery, a particular technology may have great pedagogical potential,

learning pedagogical designs by business educators in tertiary institutions in Anambra State.

1.2 Statement of the Problem

Business education is a collaborative programme or course of study in which the

educational and industrial sectors of an economy in partnership, prepare individuals to

This could be facilitated by the application of e-learning designs in instructional delivery.

effectively in the workplace. Unfortunately, it seems not to be so as business educators appear to

are perceived as constructors of knowledge.

of e-learning pedagogical designs, therefore, becomes imperative in instructional delivery to

low and in most cases non-existence.

Consequently, business educators could be hindered from utilizing the educational

potential of technology to transform teacher-centred activities into student-centred activities and

technologies in the teaching and learning process.

Despite the numerous advantages of the application of e-learning pedagogical designs

informed remedial actions by relevant stakeholders.

1.3 Purpose of the Study

pedagogical designs by business educators in tertiary institutions in Anambra State. Specifically,

1. Blended learning in instructional delivery in tertiary institutions in Anambra State.

2. Virtual learning in instructional delivery in tertiary institutions in Anambra State.

3. Tele-teaching in instructional delivery in tertiary institutions in Anambra State.

4. Digital storytelling in instructional delivery in tertiary institutions in Anambra State.

1.4 Significance of the Study

information on the level of application of e-learning pedagogical designs by business educators

education students, school management, curriculum developers and future researchers.

students for relevance in the fast-changing environment and global competitiveness.

effective application of e-learning pedagogical designs in instructional delivery would enable

thereby reduce stress for them.

support in e-learning resources to enhance management of massive undergraduate enrollment as

information provided to ascertain the level of application of e-learning designs by business

and learning in the business education curriculum.

1.5 Scope of the Study

The study focused on the level of application of e-learning pedagogical designs by

1.6 Research Questions

The following research questions guided the study: