CHAPTER ONE:

RESEARCH OVERVIEW

1.0 Introduction

Changes in the quality of higher education, information technology, and

scholarly communication are provoking a radical change in the academic libraries.

The librarians must pursue strategic thinking and action, fiscal agility, and creative

approaches to the development of collections and services and to the expansion of

markets. University library are advancing away from the traditional pattern, a

model that is no longer viable. The combined impact of digital and network

technologies the globalization of education, scholarship, and increased competition

for resources will produce a very different library in the academic sector over the

next decade. Electronic library, library without walls, virtual library and digital

library are the conflicting and overlapping concepts used to describe the integration

of the new information technology in the library services. In this study, electronic

library is the use of digital technologies to acquire, store, preserve and provide

access to information and material originally published in the digital form or

digitized from existing print audio-visual or other forms (Uboegu, 2006). As a

result, the need has arisen for a scientific approach to information and for

elucidation of its most characteristic properties which has led to two principal

1
changes in interpretation of the concept of information. First, it was broadened to

include information exchange not only between man and man but also between

machine and machine, as well as the exchange of signals in the animal and

plant worlds. The pace of change brought by new technologies has had a

significant effect on the way people live, work, and play worldwide. New and

emerging technologies challenge the traditional process of teaching and learning,

and the way education is managed. Many higher education institutions have also

exploited the potential of new information and communication technologies to

develop new approaches to distance education, especially in business and

management of computing. These new forms of globalization are beginning to

replace more conventional types of academic exchange among the world's

universities (Ogunsola,2005). Electronic learning initiatives are transforming

education by providing timely access to high quality resources and tools that

support innovations in teaching and learning at all levels from undergraduate to

postgraduate level (http:/www.ifla.org/copyright).

2
1.1 Background To The Study

E-learning is essentially the computer and network enabled transfer of

skills and knowledge. E-learning application and process include web-

based learning, computer-based learning virtual classroom opportunities

and audio or video tape ,satellite TV and CD ROM. E-learning

comprises all forms of electronically supported learning and teaching.

The information and communication system, whether networked or

not, serve as specific media to implement the learning process. For E-

learning it enhanced the goal to provide socio-technical innovation,

improved effectiveness for E-learning practices, regarding individual and

organizations, independent of time, place and pace. There must be a

properly trained staff members hired to work with the student online.

The staff member need to understand the content area and highly trained

in the use of computer and internet. The E-learning has more advantage

over the class way learning. E-learning to as the computer and network

enabled transfer of skill and knowledge, it’s application and processes

include web-based learning, computer-based learning, virtual classroom

opportunities and digital collaboration.

The course are available over the web anytime anywhere you have

access to internet. In Nigeria, the government is trying to boost in the E-

3
learning by putting in a sound policy on the development of information

and communication technology and infrastructures. A hypothetical

example of government and organization in Nigeria introduction the

open University.

The major challenge of E-learning in Nigeria is that there is not

properly trained staff hired to word with the students online. The staff

members need to understand the content area given to them. There is

lack of insecurity and ICT in Nigeria. The creation of effective

computer-based training which requires enormous resources the software

for developing computer based training such as Flash or Adobe director

is often more complex than a subject matter. There must be an expert or

a teacher who is able to use the computer and internet effectively. It is

recognized that in the information age , E-learning is a powerful tool in

the education sector.

4
1.2 Statement of the problem

The growth and use of E-learning in higher institution of learning is a

global phenomenon. It constitutes global challenges which include: time

wasted when using obsolete ICT facilities, lack of human skill and

knowledge, insufficient funding to purchase/finance the latest ICT

facilities, limited access to the internet, software/hardware maintenance

and development problems. These factors affect higher institutions mode

of training, which if allowed continuing unattended to, the situation will

worsen; therefore is needed to address the problem.

Therefore, this study tend to investigate the reason for the causes and

the possible solution and recommendations in regards to the challenges

of E-learning in Universities as regard to the management, student and

lecturers perspectives.

5
1.3 Research Questions

Every research work is carried out to solve an identified problem; the

following are questions giving rise to the problems of this research that

will be solve or answered at the end of the study:

1. What are the advantages of E-learning over the class system way of

teacher?

2. What are the factors that hindered the challenge of E-learning?

3. What are the here of infrastructure of requirement for E-learning

development?

4. What challenges need to be addressed most in the E-learning?

1.4 Objectives of the Study

The following are the objectives of the study:

1. To highlight the advantages of E-learning over the class way of

learning.

2. To identify the challenges that hinders the success of E-learning

within and outside Nigeria.

3. To come up with a model that would ensure successful development

of E-learning Infrastructure in Nigeria.

6
1.5 Significance of the Study

The attempt to be made in this research is to challenge E-learning in

Universities and the Federal University of Technology ATBU can be

appreciated in the context, management and administration, which would

be major beneficiaries of this study

In the academic field, students and lecturers will also take advantage

of this study by making reference and having data to incoming research

work and project writing. The E-learning is the transfer of knowledge

and skill via the internet. Other organization such as Government

sectors, private business and personal professionals as a whole, hope to

be better-off with the knowledge of this investigation.

Finally, it is hoped that the finding that will result from this

investigation will help in a significant measure to check this challenges

in the Universities.

1.6 Scope and Limitation of the Study

The study is intended to conduct on the challenge of E-learning in

Nigerian universities. Case study of Abubakar Tatari Ali Polytechnic,

Bauchi.

7
1.7 Definition of Terms

- Electronic Learning: refers to a computer and network enabled

transfer of skill and knowledge via the internet.

- Electronic learning: comprises of all forms of electronically

supported learning and teaching.

- University: an institution at the highest level education where you

can study for a degree.

8
1.8 Chapter Summery

The commitment of the developed countries on e-learning cannot be over

emphasized. The choice of the four surveyed countries is not based on their

achievements. They are just being used for comparison sake. The survey shows

that these countries have some things in common, that is why they are successful.

i. They have the vision and their program action plans for e-learning.

ii. They have the government policies, programs and financial support by

substantial public

funding.

iii. They have earmarked action program for each year and committees are formed

and funded to pursue the expected goals.

iv. They have invested on the Internet, ICT infrastructure and power (Electricity).

They rank high

among the world Internet users while Nigeria is less than 2 % [20].

v. They embark on research because they believe that research is a fundamental

part of E-learning strategy. In addition they embark on training and awareness as

an essential component of an e-learning strategy. What Nigerian University

education can learn from the experience of developed countries on e-learning can

be summarized into four items. They are funding, electricity, awareness/training

and motivation.

9
 CHAPTER TWO: LITERATURE REVIEW

2.1 INTRODUCTION

The Research project deals with the review of related literatures. Literatures

were reviewed in the following areas:

 Concept of E-learning

 Types of E-learning,

 Advantages of E-learning over a Class Teaching System.

 How to implement a successful E-learning in ATBU

 The Usefulness of E-learning.

 The Extent of ICT usage in Developing Countries.

 The Obstacles, Problems and issues in the use of ICT E-learning.

 E-learning Nigeria- what the future holds.

2.2 THE CONCEPT OF E-LERNING

Electronic Learning or E-learning is the delivery of a learning, training or

education program by electronic means. E-learning involves the use of a computer

or electronic devices (mobile phone) in some way to provide training educational

or learning material. (Derek Stockley 2003). E-training is essentially the computer

and network enabled transfer of skills and knowledge, E-learning applications and

processes include web-based learning or training, computer-based training, virtual

classroom opportunities and digital collaboration. Content is delivered via the

10
Internet, audio, video tape, satellite TV, and CD ROM. (Wikipedia). E-learning

refers to a wide range of online delivery of education program. E-learning is an

affordable and easy to use learning management system that uses the internet to

give students remote access to knowledge, immediate assessment of their

understanding, and certification of achievement and peer guidance as required. E-

learning can be described as courses that you can take via the web, at any

networked computer, at any time and places. (Robert Pignatello, 2006).

E-learning: - allows you to take train at any time, pace and convenient to you.

(OpenCube, 2006). E-learning: - can be described as an online computer-delivered

lecture, tutorial and assessment project using electronic mail. (William D.

Graziadei, 1993).

2.3 E-LEARNING ENHANCES

LEARNERS PROCESS: Which include the process whereby the trainers

passes knowledge and skills to the learners.

LEARNEES PROCESS: The processes where by the trainees are acquiring

the knowledge and skills pass to them.

2.3.1 TYPES OF LEARNING

The major different types of E-learning are Synchronous E-learning and

Asynchronous E-learning.

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SYNCHRONOUS E-LEARNING

In this type of E-learning participants from different locations interact with

the instructor simultaneously through online in real time. Virtual classrooms are

the perfect places to teach synchronous.

These types of E-learning require several technological and IT related

equipments for instant messaging, video conferencing and chat. All the interactions

are recorded and analyzed latter to access the important of such individual student.

This type of E-learning is highly effective where traditional method of teaching

fails to deliver the desired result. There several benefits of going for synchronous

E-learning some of them are:-

(i) Better assessment of the activities and important of students on the

particular training.

(ii) Monitoring the course training in a continuous manner and add necessary

modification whenever required.

(iii) An opportunity to make the E-learning module global target audience

oriented.

(iv) Facility of customizing the course module according to the need of each

learner.

(v) Cleaning doubt in real time.

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(vi) Implementing concept-based training if the content of the module demands

so.

CHALLENGES BEFORE SUCCESSFUL IMPLEMENTATION OF

SYNCHRONOUS E-LEARNING MODULE ARE:

- Lower penetration of internet and broadband connectivity.

- Higher cost on translating the content of training into local languages.

- Rapid educational system that stands as a barrier before accepting E-training

for professional degrees and certifications.

Asynchronous E- Learning: where students have no real –time contact with

tutors. Most of the training is done without trainer’s assistance, because system

itself assures possibility of gaining and verifying the knowledge. Besides of that

tutors remain active, they control pace and evaluate participant progress.

Asynchronous training may be conducted means of materials recorded on CDs,

installed on internet or intranet. Communication between students and tutor is

based on e-mail, discussion groups or forum tools. Asynchronous E-learning is

now one of the most common types of E-learning. Asynchronous E-learning also

gives students the ability to work at their own pace. This is particularly beneficial

for students who have health problems; they have the opportunity to complete their

work in a low stress- environment. In asynchronous training online courses,

students proceed at their own pace. If they need to listen to a lecture a second time
13
or think about a question for a while they may do so without fearing that they hold

back the rest of the class. Through online courses, students can earn their

programmes more quickly or repeat courses without the embarrassment of being in

a class with younger students.

BENEFIT YOU AVAIL THROUGH ASYNCHROUNOUS E-LEARNING

- Availability of the content.

- Freedom of accessing the content anytime and from any corner of the world.

- Training unlimited trainers or learners simultaneously.

- Lower operational cost as it includes onetime production of the training.

- Better uniformity of the Training.

SHORTCOMING ASSOCIATED WITH ASYNCHRONOUS E-LEARNING

- Lack of interactivity.

- Zero interaction with instructor or trainer.

- Lesser space for customization to the content of the training.

LEARNING

Learning refers to the acquisition of knowledge, skills and competencies as a

result of the teaching of vocational or practical skills and knowledge that relate to

specific useful competencies.

14
LEARNING CONTENT

E-learning can also be classified basing on other criteria. Taking content into

account we can distinguish.

- CUSTOM CONTENT LEARNING: Also called “dedicated training”

these are created from scratch to respond client specific needs and usually based on

materials provided by the client.

- OFF- THE SHELF LEARNING: These learning are created for unspecific

audience. Covering less specialized material from given branch of knowledge

usually they cannot be modified, however sometimes can be adjusted to clients

need to some level.

LEARNING FORM

- Closed learning: Generally training of this type is ordered by big companies

and institutions with purpose of educating their employees.

- Open training: this sort of training is designed for wide audience, people of

certain profession or age group some time even whole population. Apart from

being motivated and meeting specified requirements access to internet is the only

thing one needs to take part in open learning.

2.4 ADVANTAGES OF E-LEARNING OVER CLASSROOM TRAINING

- E-learning combines the strength of both self-study E-learning and

classroom training.
15
- Delivery of slides online which removes the positive aspects of classroom

training.

- Students will be computer literate.

- Availability of courses anytime and from any corner of the world.

- Learning unlimited students simultaneously.

2.5 HOW TO IMPLEMENT A SUCCESSFUL E-LEARNING IN ATBU

- E-learning required by law to ensure employees has the knowledge and

skills they need to comply with relevant laws and regulations.

- E-learning need to be managed correctly, if not it can be a disaster.

- Success comes from careful planning and execution.

- At the individual level, the likely reaction to E-training by employees needs

to be identified. Have they had exposure to E-training previously? Are they

computer literate? How do they generally react to change? These are just some of

the questions that should be considered at the individual level.

- At the university level, the key drivers should be identified. How urgent is

the learning need? Are employees geographically disbursed?

- If the needs of individuals are satisfied, then there is some like hood that

university needs will also be met.

16
2.6 THE USEFULNESS OF E-LEARNING

- E-learning can automatically track and record students progress and allow

trainer and supervisors to pull report and check progress.

- Enhanced assessment of learning effectiveness through integrated test,

assessments and automated record–keeping.

- Simplified logistics; physical resources such as CD-ROMs, Cassettes,

Books and Conventional classrooms are eliminated.

- Improved performance learners climb the learning curve and become

productive more quickly.

- Complete consistency and no problems with differing versions, since all

content is updated centrally.

- The delivery of content is smaller “chunks” contributes to a more lasting

learning effect.

- Students taking online courses enter a risk-free environment where they can

try new things and make mistake in private, especially valuable when trying to

learn soft skills like leadership and decision making.

2.6.1 THE EXTENT OF ICT USAGE IN DEVELOPING COUNTRIES

Currently, the internet is most commonly used in developing countries for

communication and research; the internet is considered as an important means of

E-learning is considered as an important means of E-learning.

17
 Many trainers use the internet to communicate with their trainees only as a

channel for maintaining relationship.

E-learning therefore, becomes a means for E-learning relationship. It is

typically the first step in E-learning, as it allows trainees and learners to access

information and maintains communication.

ICT usage among developing countries show a progression from the use of

the internet for communication, research and information search.

Many trainers use the means of internet to communicate with their trainees

only as channel to exchange knowledge and skills. Once any, organization develop

a certain level of confidence on the benefit of the internet and other ICT facilities

and the trainer’s have confidence in what they are teaching, they usually consider

the option of developing their own web site.

Trainers go through different stages of adopting E-learning. They start with

creating a web site primarily to advertise and promote their skills. When these site

begin to generating traffic, inquires and eventually, training through their web

sites, they are likely to engage in E-learning.

HISTORY OF ICT FACILITIES

Dissemination of information was the major problem of the stone-age;

people lived in communities and know only about their immediate environment.

18
As time went by new ideas of easing work and ensuring efficiency at work place

started emerging.

According to (Briane, 2008) office technology time lines introduce the types

of information technological equipment invented decade after starting from the

1870s to the present decade 21st century.

1870:- Telephone, Typewriter, Carbon Paper.

1880:- Comptometer, Calculator Machine, Cash Register, Adding Machine,

Pacumatic tubes.

1890:- Dictating, Stenographic Machine.

1900:- Loose-leaf ledger, Sheets, Multigraph, Two-color typewriter ribbon,

Addressograph.

1910:- Power statistical accounting machines, Book keeping and Billing Machines

(combination of type writers and computing machines).

1920:- Adding/Subtracting calculation machines, Dial telephones, and Electric

typewriters machines.

1940:- Mechanical listing printing calculators, Punched card systems (payroll)

dictaphanel stenographic machines with plastic belts.

1950:- Electronic Digital Computers (transistors), Electronic Digital Computer

(vacuum tubes), Tape cards, Data processing- typewriter.

19
1960:- Magnetic Tape Electronic Type writers, Micro-chips computers, Math

computer.

1970:- Microcomputers, Optical Scanning and Recognition equipment video

display terminals for text or data editing.

1980:- Local Area Network, Integrated systems, Non-impact printers, Software

packages for micro-computers.

1990:- UPS, E-Mail, Internet.

2000:- Wireless Networks, Recognition, Electronic Document collaboration,

Virtual assistants.

2.6.2 THE OBSTACLES, PROBLEMS AND ISSUES IN THE USE OF ICT

IN E-LEARNING

According to recent survey conducted in selected Asian countries include

the unfavorable environment, the high cost of ICT and security concerns poor

internet communication infrastructure, lack of ICT awareness and knowledge as

well as inadequacy of ICT- capable and literate trainers, insufficient financial

resources and the perceived lack of value added of ICTs to their Training.

In general, the main issues of concern that acts as barriers to the increased

uptake of information technology and E-learning (Pacey, 1994) are the following:

20
- Lack of awareness and understanding of the value of E-learning: Many think

E-learning is suited only too big organization and that is an additional cost that will

not bring any major benefit on education.

- Lack of ICT knowledge and skills: people play a vital role in the

development of E-learning; however, technology literacy is still very limited in

most developing countries. There are shortages of skilled workers, lack of ICT

infrastructure.

- Infrastructure: the network/physical infrastructure of many developing

countries is characterized by relatively low tele-density, a major barrier to E-

learning.

- Lack of adequate Training, culture issues, and low-income students, limited

fund and resources.

(Olarewaju, 2000) identified the following Barriers:

- Higher cost of computer hardware and software.

- Weak infrastructure.

- Lack of human skills and knowledge to integrate technology into teaching.

- Lack of relevant software and

- Limited access to the internet.

The greatest challenge to technology use in Nigeria is how to establish

reliable, cost effective internet connectivity. The few internet providers in Nigeria,

21
many of which are in partnership with foreign information and communication

companies, charge high fees for their services and that provide unsatisfactory

services to their small clientele. Again, the few internet providers and their major

customers who established cybercafés are mostly found in the major cities.

Connectively beyond capital cities poses a potential problems in creating national

ICT strategy. (Dutse, 2009).

The obstacles to the use of ICT facilities in E-learning have been highlighted

by Association of African Universities (2000). These obstacles include:-

- Lack of coherent institutional plan for introducing E-learning in the

Institution.
- Poor and unreliable maintenance of ICT facilities.
- Insufficient computer for trainers and students
- Incomplete local area networks.

2.7 E-LEARNING IN NIGERIA-WHAT THE FUTURE HOLDS

The world as we know it is shrinking thanks to advancing technology and

people around the globe are more connected to one another than ever before. There

is also a growing of inter- dependence of countries worldwide.

As a result, corporate bodies and individuals the world over are finding

themselves in a situation where they have to restructure and reposition themselves

in order to efficiently utilize global resources via the internet. E-learning, literally

22
meaning Electronic learning has evolved rapidly over the last five years. It consists

primarily of learning online and transfer of skills and knowledge over the internet.

In industrialized nations in Europe and America, E-learning has contributed

significantly to the growth of education. In India a major revolution is sweeping

across the general education climate, as most schools are adopting E-learning

solutions.

In Nigeria we are seeing the beginning of E-learning acceptance as some

universities now offer E-learning which allows students acquire knowledge and

skills online from the convince of their homes.

Today thanks to companies like Zetatronix institute is the which is an

Information and Communication Technology (ICT) based outfit registered with the

corporate affairs commission that specialize in the provision of effective and

innovative ICT solutions.

E-learning offers great benefit to any economy as it continues to gain

acceptance in Nigeria. The initial divide between Nigerian trainees and the rest of

the global trainees will be bridged. Nigerian trainees will also have direct contact

with either the trainer or trainees of their choice in any region of the world.

Nigerian education will also be able to take advantage of the global reach. The

National Open University was initially established for distance learning in Nigeria,

the NOUN dedicates itself to preparing professionals in various disciplines through

23
the distance learning mode. It offers a choice of qualifications from Certificates,

Diplomas to Post Graduate Diplomas and Degree, is designed to increase the

access of all Nigerians to formal and non-formal education in a manner convenient

to their circumstances.

The NOUN employs a range of delivery methods to take education to the

people and make learning or training an enjoyable activity. These methods

include:-

- Printed instructional materials, audio, video tapes and CD-ROMs.

- Television and Radio broadcast of educational programmed.

- Electronic transmission of materials in multimedia (voice, data, graphics,

video) over fixed line.

At the NOUN University student will pick up course and other study

materials as well interact with Instructional Facilitators and Tutors, a number of

other Training support

Facilities include:-

- Internet browsing.

- e-mailing.

- Library and

- Range of communication channels will also be available.

24
2.8 Chapter Summary

The research project deal with the review of related literatures while are

concept of E-learning which involve the use of a computer or electronic devices in

some way to provide training educational or learning material. Types of E-learning

which are Synchronous E-learning and Asynchronous E-learning, the advantages

of E-learning, the Extent of ICT usage in Developing Countries, the obstacles,

problems and issues in the use of ICT E-learning.

25
 CHAPTER THREE:
RESEARCH METHODOLOGY

3.1 Introduction

This chapter deals with the method used in caring the project, under the

following subtopic: the research design, population of the study, sample

techniques, source of data, method of data collection and method of data analysis.

3.2 Research Design

Research design facilitate the proper delineation of the scope of research

and provide clues on how best to allocate resources achieve optimum result and

limitations. However the research design employed here is case-study which is a

study geared towards a thorough understanding of a given social.

3.3 Population of the study

The research population of this study is all the staff and students of

Abubakar Tatari Ali Polytechnic. The population consists of Academic Staff, Non

academic Staff, Diploma Student, Pre-ND Student and HND-Students.

26
3.4 population sample

Sample is a subset of population or typical representative of the population. The

sample population consist of forty (40) Staff, twenty (20) Students making a total

population of sixty (60).

3.5 Sources of Data

Primary and secondary sources of data collection

3.6 Method of data collection

In order to obtain necessary information, questionnaires where used which options

were for easy response. The questionnaires were distributed hand to hand by the

researcher and collected after they were filled by the respondents.

3.7 Method of data analysis

The researcher use mean to analyse the data to be obtain, using five point linkert

scale to analyze the questions to which value are attached thus:

OPTIONS NOMINAL VALUE

Strongly Agree (SA)

Agreed (A)

Undecided (U)

Disagreed (D)

Strongly Disagreed (SD)

27
The procedures used for analysis were percentages and table, so as to enhance easy

computation of the results obtained from the questionnaire that were retrieved.

Due to the descriptive nature of the research, frequency distribution techiques is to

be used for data analysis which shows the responses, options, number of

respondents and the percentages. The percentages will be calculated using this

formula.

a/b x %

‘a’ is the number of respondents.

‘b’ the total number of respondents based on empirical evidence, questions will be

judged on the percentage(%) of the responses from the study area. After which a

logical conclusion will be drawn in respect of the analysis and data collected and

how they will be presented to yield result.

28
3.8 Chapter Summery

This chapter deal with the method used in carrying the project, under the

research design which facilitate the proper delineation of the scope of research and

provide how best to allocate resources achieve optimum result, the research

population of this study is all the Staff and Students of Abubakar Tatari Ali

Polytechnic, the sources of data is primary and secondary sources of data

collection and questionnaires where used which option were for easy response.

29
 CHAPTER FOUR:

DATA PRESENTATION AND ANALYSIS

4.1 INTRODUCTION

In this chapter, the data that were collected in the proceeding chapter will be

analyzed and interpreted in the light of the condition under which it was done. In

addition, constituency of results should be considered in arriving at conclusions

regarding the applicability of the interpretation of various research studies.

According to Osuala (1992:12) “the analysis of data is the ordering and

breaking down of data into constituent part”. The interpretation takes the result of

the analysis, makes different pertinent to the research relations, studies and draws

conclusion about these relatives. It, therefore, means that the mass of data on its

own is meaningless until it has been analyzed and then interpreted thereby

becoming information to form the basis for decision making.

This chapter presents the data collected through the use of questionnaire

administered.

4.2PRESENTATION AND ANALYSIS OF DATA

This section is considered with outlining the questions in the questionnaire

one after the other and looking at the response given by the respondents and text

consulted. The information is tabulated for better understanding.

30
Table 4.1:
Virtual Classrooms are the perfect places to teach E-learning?

Frequency Percent Valid Percent Cumulative

Percent
Agreed 18 30.0 30.0 30.0
Disagreed 8 13.3 13.3 43.3
Strongly Agreed 14 23.3 23.3 66.7
Strongly 8 13.3 13.3 80.0
Disagreed
Undecided 12 20.0 20.0 100.0
Total 60 100.0 100.0

In figure 4.1 more than half percent agreed and strongly agreed that Virtual
Classroom are the perfect place to teach E-learning.

31
 Table 4.2:
Do you think E-learning combines the strength of both self
study and classroom learning?
Frequen Percent Valid Cumulative
cy Percent Percent
Agreed 13 21.7 21.7 21.7
Disagreed 8 13.3 13.3 35.0
Strongly agree 23 38.3 38.3 73.3
Strongly 7 11.7 11.7 85.0
disagreed
Undecided 9 15.0 15.0 100.0
Total 60 100.0 100.0

In figure 4.2 more than half percent agreed and strongly agreed that E-learning
combine the Strength of both self study and classroom.
4.3

32
 Has the E-learning improved the provision of an efficient
training in Nigerian Polytechnics?

Frequen Percent Valid Cumulative

cy Percent Percent
Agreed 22 36.7 36.7 36.7
Disagreed 5 8.3 8.3 45.0
Strongly agree 18 30.0 30.0 75.0
Strongly 7 11.7 11.7 86.7
disagreed
Undecided 8 13.3 13.3 100.0
Total 60 100.0 100.0

In figure 4.3 more than half percent Agreed and Strongly Agreed that E-learning
improved the provision of an efficient training in Nigeria polytechnics.

Table 4.4
33
 Do you think E-learning is the best in learning unlimited

Frequency Percent Valid Percent Cumulative

Percent
Agreed 20 33.3 33.3 33.3
Strongly agree 33 55.0 55.0 88.3
Strongly 1 1.7 1.7 90.0
agreed
Undecided 6 10.0 10.0 100.0
Total 60 100.0 100.0

In figure 4.4 more than half percent Agreed and Strongly Agreed that E-learning is
the best in learning unlimited.

34
Table 4.5
Does E-learning create mutual relationship between the Tutor
and the Student?
Frequency Percent Valid Percent Cumulative
Percent
Agreed 13 21.7 21.7 21.7
Disagreed 22 36.7 36.7 58.3
Strongly agree 15 25.0 25.0 83.3
Strongly 6 10.0 10.0 93.3
disagreed
Undecided 4 6.7 6.7 100.0
Total 60 100.0 100.0

In figure4.5 more than half percent disagreed that E-learning create mutual
relationship between the Tutor and the student.

35
4.3 Result Discussion

From the analysis of the findings of this research, it can be realized that, Virtual

classroom are the perfect places to teach E-learning. The response indicates that E-

learning combines the strength of both self-study and classroom learning. The

research also established that E-learning is the best in learning unlimited student

simultaneously, and need to be managed correctly if not it can be a disaster.

From the additional research questions E-learning does not create mutual

relationship between the tutor and the student.

36
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

The study has clearly demonstrated the present challenges of E-learning

activities at the Universities of Nigeria. This challenges may be attributed to some

factors; time wasted by using obsolete ICT facilities, lack of human skills and

knowledge to fully integrate technology, insufficient funding to purchase the latest

ICT facilities, limited access to the internet and software/hardware maintenance

and development problems. These challenges if allowed continuous unattended to,

the situation will worsen; therefore there is need to address the problems. Quite

sure, the challenges need to conduct a judgment so as to solve the challenges of E-

learning in Nigerian Universities.

A lot of relevant materials were reviewed from IT experts, Educationalist

and Analyst. The methodology used for data collections are Primary (60

Questionnaires were distributed to staff and students) and Secondary (Journals,

Books and Websites) sources. The collected data were analyzed using Five Point

Linker Scale Method.

In accordance with the respondent’s opinion Virtual classroom are the

perfect places to teach E-training, students taking online courses enter a risk-free

environment, there is need for higher speed ICT facilities to ensure effective job

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performance in Higher Institution of Learning. The research also established that

for Higher Institution to acquire effective E-learning need to be managed correctly

if not it can be a disaster.

It would be necessary for Higher Institutions in Nigeria to provide

guaranteed access to the Internet, acquire the latest ICT facilities, train staff as a

way of enhancing their overall objective of impacting knowledge/skills to the

students online.

5.2 CONCLUSIONS

From the foregoing discussion, it is clear that E-learning is an indispensable

tool in the modern day activities, and so its adoption will go a long way towards

the enhancement of one’s usage style in Tertiary Institutions. This is true because

issues such as good course organization, content creation, self-study, collaborative

learning and effective communications between the actors of teaching/learning

process activities will be facilitated and enhanced by the use of the ICT facilities

based technology. However, in order to achieve maximum impact and influence of

E-learning.

Thus, for Africa, and in particular Nigeria, to make effective use of E-

learning for the enhancement of tertiary education environments, the various

challenges that have been raised in this paper have to be addressed, by having in

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place an effective legal, regulatory, and policy framework that will enable the

implementation of viable E-learning strategies (Mutula,2003).

This research project, emphasis has been laid on the challenges of E-learning

in Nigerian Universities for a number of reasons, including the fact that these

Institution serve as research centre. Finally, there are yet many problems with the

current academic system. The fact of the matter is that Nigerian Tertiary Institution

method of study have not changed over the last 50years, thus Institutions that

properly access the changes coming and respond in the appropriate manner will

grow and prosper, while many others will decline and close up in long run the

effectiveness of these new digital tools will be dependent on the way in which

these E-learning policies are evaluated and implemented.

5.3 Recommendation

We recommend that the online Business advertisement processing system

should be used in most of company “ATAPOLY” daily business production and

service so that boost and implement its business online since it is in the global

world.

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5.4 Feature work

This project focuses on challenges facing E-learning in Nigeria polytechnics and

their possible solutions

Therefore for feature research work should concentrate on objective of E-

leaning and more of the solutions of challenges of E-learning in Nigeria

polytechnics.

40
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