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