Chapter 7: Summary, Conclusion and Recommendations
3.3 Use of Web 2.0 Technologies by Academics and Students
3.3.2 Broader Issues on Use of Technologies for TAL
3.3.3.3 E-learning and Applications of ICTs in TAL
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present study aims at providing useful information that will help (1) the diffusion of Web 2.0 technologies into Nigerian university education; and (2) catalyse the development of national and institutional policy on integrating Web 2.0 technologies into TAL in the university environments in Nigeria. This study will elicit information through the use of questionnaires and interview schedule on what factors can encourage or be obstacles to the integration of Web 2.0 technologies in TAL in Nigeria universities.
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E-learning implemented using Web 2.0 applications is termed e-learning 2.0 (Downes, 2005).
The most common tools used for e-learning 2.0 are blogs, wiki-based sites, shared media, social networks, social groups, bookmarking and others. E-learning ranges from applications such as PowerPoint, virtual learning environments (VLEs) to managed learning environments (MLEs) (Sife, Lwoga and Sanga 2007). E-learning can be used to achieve a blended form of learning using both ICTs and traditional face-to-face methods for TAL practices. Typical examples are the use of interactive boards and PowerPoint presentation slides in physical classrooms to support learning. Some components of e-learning technologies include video conferencing, mobile technologies, mobile learning, the web, web-based technologies (such as Web 2.0 technologies), electronic learning platforms (such as the learning management system), electronic media (such as television and radio, interactive television, compact discs (CDs) and digital versatile discs (DVDs) and the internet (Govindasamy 2001; Anderson 2007 and Sife, Lwoga and Sanga 2007). E-learning has served as important infrastructural features of universities that enable teachers to provide students with different representations of knowledge and to enhance interaction between teachers and students, and amongst students themselves (Mahdizadeha, Biemansa and Muldera 2008).
For most European countries, the use of ICT in TAL has become more prevalent. To this extent countries such as Canada, the US, Australia and New Zealand (Anderson and Elloumi 2004) provide ideas that serve as general guides for effective use of ICT in teaching practices.
Indeed, a large percentage of universities in developed countries have achieved high levels of effective use of ICT to support and change the face of TAL (Govindasamy 2001; Galanouli, Murphy and Gardner 2004; Selwyn 2007; and Hernández-Ramos, Martínez-Abad, Peñalvo, García and Rodríguez-Conde 2014). Higgins (2002) noted that much has been invested in making ICT available for use by teachers and students in the UK. However, although these tools are physically present in schools, colleges and institutions, there is still an unanswered question of how many of these actually use the ICT tools for TAL.
Mahdizadeha, Biemansa and Muldera (2008) conducted a survey on 178 academics from a university in the Netherlands and identified five factors that shaped academics‟ opinions regarding the use of e-learning environments in higher education. The factors are knowledge construction, TAL approach, teachers‟ opinion about computer-assisted learning, teachers‟
opinion about web-based activities, ease of use (or perceived difficulty), and time. Study
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findings showed that 43% of the total variance in academics‟ use of e-learning environments could be explained by their opinions about web-based activities, computer-assisted learning and the perceived added value of e-learning environments. This suggests that the perception or opinion of users of technologies could largely explain their usage practices. Blanskat, Blamire, kefala (2006) conducted a study in national, international, and European schools to draw evidences regarding the advantages and benefits of ICT in schools‟ achievements. Study findings showed that ICT has a positive impact on students‟ performances. It was also discovered that schools with higher levels of e-maturity show a rapid increase in performances in scores compared to those with lower levels. In addition, the outcome of those with adequate ICT resources was better than those that were not well-equipped. It can be deduced from the findings that the provision of ICT resources such as Web 2.0 can result in improved students‟
performances.
African countries are also rising with the trend of the use of ICT in education. However, in many African countries, the most persistent and daunting challenge facing the education system and the integration of ICT in particular, is meeting the desperate need for more qualified, competent teachers (Afe 2002; Olakulehin 2007; Hennessy Harrison and Wamakote 2010). The literature reviewed by Hennessy, Harrison and Wamakote (2010) shows that the major barriers to the ICT classroom use are the lack of computer hardware (60%), software (56%) and reliable internet connections (52%), particularly in African countries such as Mauritania, Ghana and Zimbabwe.
Sife, Lwoga and Sanga (2007) studied the application of ICTs in TAL in Tanzanian universities by reviewing the e-learning context. The study revealed that despite the achievements of some Tanzanian universities in implementing ICT for TAL processes, the universities still faced a lot of challenges. Some of these challenges are the lack of systemic approach to ICT implementation, awareness and attitude towards ICTs, technical support, transforming higher education, staff development, lack of ownership and inadequate funding.
Furthermore, it has been substantiated that ICTs provide great opportunity for universities in developing countries to improve their TAL processes. Sife, Lwoga and Sanga (2007) noted that most of the universities in developing countries possessed the basic ICT infrastructure such as Local Area Network (LAN), internet, computers, video, audio, CDs and DVDs, and mobile technology facilities which form the basis for the establishment of e-learning. They
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recommended that pedagogical, technical and cost issues were considered for each specific technology when integrating ICTs in TAL practices in the universities in developing countries.
Adebayo (2008) examined the use and relevance of ICT in TAL in Nigeria. The study employed different research methods such as a descriptive survey, unstructured interview, observations, and participatory experience to obtain data on the challenges of ICT on learning process in Nigerian universities. It was revealed that ICT is an indispensible tool for evaluation and improvement of knowledge and skills in modern TAL process. Some of the challenges identified in the study are the teacher factor, digital divide, inadequate funding, inadequate internet connectivity and management‟s attitude. These problems affect the effective integration of ICTs as well as Web 2.0 technologies in the TAL process. And as such, high level of adoption by academics would enhance TAL process. This, as suggested by Adebayo (2008), will facilitate and achieve good course organisation, collaborative learning and effective class management. ICT was also noted to provide academics with the structured means for presenting past and present information gathered from various sources. These findings provide the evidence that ICT and e-learning tools, such as the Web 2.0 technologies investigated in the current study, are important for enhancing TAL practices, especially in universities.