DEVELOPMENT AND VALIDATION OF AN ELECTRONIC LEARNING (e- LEARNING) PROGRAMME FOR THE DIGITAL EMPOWERMENT OF STUDENTS IN SOUTH-EAST NIGERIA

ABSTRACT

This  study developed  an e-learning programme  for  digital empowerment of university students in South-East, Nigeria. Specifically, the study sought to identify: the objectives of e-learning programme, the content of e-learning training programme, the instructional methods to  be used  in  e-learning programme, learning experience required to  enhance learning in e-learning programme, activities to be used for evaluating the students in e- learning programme. A draft  e-learning programme was developed and  validated. Five research questions and five hypotheses tested at 0.05 level of significance, guided the study. The study adopted the Research and Development (R and D) design. The study was carried out  in  five  phases as  follows: Phase 1:  Determination of the  needed e-learning skills, knowledge and attitude by students. Phase II: Determination of the components of e-learning programme to be developed. Phase III: Development of the draft e-learning programme. Phase IV: Validation of the draft e-learning programme. Phase V: Revision of the draft e- learning programme. The study was conducted in the South-East of Nigeria. The population was made up of 251 respondents as follows: 187 Lecturers and 64 instructors. The entire population was surveyed for the study because of its manageable size. Three instruments were developed and used for data collection, namely, the needs assessment questionnaire (NAQ), the e-learning Programme Questionnaire (EPQ) and the focus group discussion guide (FGDG).  The EPQ was face validated by five experts from the University of Nigeria, Nsukka. Cronbach alpha reliability coefficient index was used to determine the internal consistency of the instrument and it yielded an overall coefficient of אּ = 0.919. The draft of the developed e-learning programme was validated by a focus group made up of thirteen experts, namely two Computer education lecturers, five Computer science lecturers, three instructors and three curriculum experts. Mean and Standard deviation were used to analyze the data collected on the research questions. For null hypothesis, the t-test was used to determine significant  differences. The  findings  include: ten  items  on objectives of   e- learning programme, fifty seven items on content of e-learning programme, twenty items on methods on instruction, fifteen items on learning experience and seven items on evaluation activities of e-learning. Based on the findings, it was recommended among others that (1) the Federal, state governments and individuals should help package the identified e-learning programme for students for the training of graduates for employment in computer trades. (2) There should be provision by the government and relevant agencies to provide a framework for regular up-skilling of computer lecturers in order to keep updating the required skills and competencies for instructional delivery in the e-learning programme (3) adequate human and instructional materials should be made available by the government and other stakeholders for  effective  integration of the  e-learning programme  into  the  curriculum of computer studies in Nigerian universities.

CHAPTER ONE

INTRODUCTION

Background of the study

Globalization  and  technological  processes  have  created  a  new  global  society powered by technology, fueled by information and driven by knowledge. The emergence of the new global society has serious implications for the nature and purpose of educational institutions such as universities.

A university is an institution of higher education that offers programmes beyond the high school level (Gutek, 2009). In the view of Sharma (2005) universities are institutions of higher learning that are well structured into colleges or faculties with various academic disciplines typically made for undergraduate and postgraduate students to develop on a career. University education provides necessary training for individuals wishing to enter professional careers. University education also strives to develop creativity, insight and analytical skills in students. A student, according to Pearson (2007), is someone who is studying in school such as college and University. A student in the context of this study is an individual admitted into University to study computer science/education related disciplines after meeting the minimum entry requirements laid down by the National University Commission (NUC). Gutek (2009) noted that by acquainting students with complex ideas in an intellectually stimulating environment, universities provide unique opportunities for personal enrichment while also preparing students for future careers in such diverse professions as engineering, teaching, law, medicine and information science, which can be enhanced through electronic learning (e-learning).

e-learning  encompasses learning at all levels, both formal and non-formal that uses an information network which include the internet, and intranet (LAN) or extranet (WAN), whether wholly or in part, for course delivery, interaction, evaluation and/or facilitation. Hedge and Hayward (2004) defined e-learning as an innovative approach for delivering electronically mediated, well-designed, learner-centered and interactive learning environments to anyone, any place, anytime by utilizing the internet and digital technologies in concert with instructional design principles. In this global age, learning with the use of computer is simply the online ways of acquiring knowledge through the internet or through the  offline  –  CD-ROM.  The  online  ways  involves  the  use  of  browsers  like:  Internet Explorer, Navigator, and Mozilla fire fox among others for learning. In the context of this study, e-learning is the use of digital technologies with internet base to empower students to acquire knowledge with ease.

The development of e-learning and globalization of information and communication technology have created high demand for workers with computer, communications, and other occupational skills that can be acquired at universities. For instance, Toffler (2010) submitted that the illiterate of the 21th century will not be those who cannot read and write, but those who cannot use electronic technology to learn, unlearn and relearn. The issue of learning in e-learning environments must be given a thorough attention to enable the student participate in the global society

e-learning includes Computer-Based Training (CBT), Web-Based Training (WBT), and Electronic Performance Support Systems (EPSS), distance or online learning and online tutorials (Kurtus, 2010). In addition, Smith, Reed & Jones (2008) stated that in e-learning, content is delivered via the internet, intranet/extranet, audio or video tape, satellite TV, and

CD-ROM. It may be in the form of audio, visual, and or audio/visual and always creates an atmosphere of learning convenience. Hence, Brandon and Howard (2011) affirmed that e- learning has some definite benefits over traditional classroom training. These, according to the authors, include flexibility and cost savings from not having to travel or spend excess time away from work, are the most important advantages of e-learning; that is, e-learning enables people to learn anytime and anywhere. e-learning gives freedom and flexibility to learn when and where one wants and at one’s own pace. Other benefits derivable from e- learning experience include: it fastness and time saving; it provides a consistent message and one can work from any location at anytime (Brandon & Howard 2011). Also, e-learning can be updated easily and quickly, and can lead to retention and a stronger grasp of the subject matter. e-learning has uniformity of content among other numerous benefits most especially when it is properly applied during teaching and learning scenarios (Brandon & Howard). For effective use of e-learning and the application and processes, students should be able to efficiently explore the present-day digital technologies for effective learning.

Digital technology is used to refer to the ever-evolving suite of digital software, hardware and architecture used in learning and teaching in the school, the home and beyond (Ofojebe, Olibie & Akudolu, 2010). Furthermore, to achieve the aim of e-learning, students need to be empowered in content, training and application of digital technologies (Harvey,

2004).  In the context of this study, digital empowerment of students implies efforts made towards enhancing their use of information technology and the internet to improve their life- skills and strengthen their capabilities in the information society.   A Student is said to be digitally  empowered  when  the  student  has  in-depth  awareness,  and  competence  to participate  in  computer  operating  systems,  internet,  mailing  lists,  web  logs,  online

publishing systems, WikiWikiWeb–techniques or common WordWideWeb-publishing formats, digital cameras, cell-phones, digital television, and interactive audios, among others (Ofojebe, Olibie & Akudolu, 2010).

With digital empowerment, students will gain new abilities and ways to participate and express themselves in a networked information technology driven society (Webster,

2000 & Norris, 2001). Being digitally empowered is likely to influence a youth’s future pathways since it is generally considered to be an essential requirement for access to the desirable  jobs (Legris,  Ingham,  &  Collerette,  2003).  In addition,  an  improved skill of students in digital technologies is a stepping stone for lifelong learning (Blair, 2002 & Ikediugwu, 2008). Not only does digital empowerment affect the ability of individuals to compete in the labour market, it also affects the types of jobs they obtain, the status they attain and the wages they receive which are geared towards the realization of the millennium development goal (MDG) of poverty reduction among the people through job creation. As stated by Coppieters (2005), digital learning depends on the motivation of the agents to stimulate the flow of information and increase change. Moreover, to ensure that the students are digitally empowered, there is need to develop a programme that will enhance the desire.

A programme is a systematically planned work that gives details and step-by-step procedures of how to do a task or an event or a set of information and /or instructions (Olsen, Teare & Gummesson, 1996). Programme development is an ongoing systematic process that Universal Web-Extension professionals follow as they plan, implement and evaluate their educational programmes. The developed programme may apply to students of higher learning such as colleges of education, polytechnics and universities in the country.

The scope may be different but the principles of programme development remain the same.

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The need for development of programmes in technology education has been recognized worldwide as a means of developing human resources for better technological consumption, efficiency and increased productivity (Momoh, 2000). Anaekwe (2008) stated that training gaps create  learning opportunities that  can  be  bridged  by proper design of manpower training programmes. The development of the required knowledge, skills and attitudes of students for digital empowerment can be attained through training programmes.

Training programmes are integral parts of e-learning curriculum development process. According to Offorma (2009), the activities of programme development stemmed from curriculum development process, the essence of which is to map out what ought to be covered within a stipulated period and at a certain level of education. It is in this conception of curriculum that the e-learning programme will be developed. The process of programme development involve certain procedures, which include; the identification of objectives of the programme to be developed, the contents of the programme, the instructional methods, learning experiences and the required evaluation activities of the programme (Offorma).

Objectives are specific and concise statements about who will make what change, by how much, where and when (Wilburn & Wilburn 2010). They are brief, clear statements that describe the desired learning outcomes of instruction; that is, the specific skills, values, and attitudes students should exhibit that reflect the broader goals. Developmental objectives of an e-learning  programme for students is concerned with more complex learning outcomes and those learning tasks on which students can be expected to demonstrate in varying degrees of progress. This can mostly be achieved through effective exploitation of specific contents of the programme.

Content refers to subject and subject matter taught to learners so as to achieve curriculum objectives or educational objectives. Content of programme development can be divided into the three domains of knowledge: Skills, Attitudes, and Values. When teaching for knowledge, the teacher can use a variety of methods, with the goal of getting the learner to actively engage in learning the material. When teaching skills, the teacher needs to demonstrate and point out important aspects, supervise the student doing the skill, or teach the  student through the  skill.  When teaching  about  attitudes, the teacher needs to  use methods that require the application of the attitude in particular situations (Wilburn & Wilburn, 2010). In the context of this study, the contents of e-learning programme are those steps embedded in skills, attitudes and knowledge towards achieving digital empowerment goals for student for proficiency in learning with electronic communication facilities in this global era. The proficiency in any teaching and learning situation depends on the appropriateness of the/or teaching instructional methods used.

Teaching methods are ways through which lesson contents in any teaching activity are delivered to the students by the teacher. According to Barnstein (2006) instructional methods are techniques adopted by a teacher to deliver or impact knowledge to the students. The author reported further that teaching  methods are designed to be as interactive as possible, emphasizing  small  group work  using  relevant  and  practical case  studies.  An important part of any teaching experience is the quality of the relationship between learners and teachers. Instructional method for e-learning programme is primarily the descriptions of the learning objective-oriented activities and flow of information among students (Kizlik,

2012). This can mostly be realized through careful selection and utilization of the required learning experiences for achieving the stated instructional method.

Learning experiences are important in teaching and learning situation for a number of reasons, including scaffolding, effective curriculum and instructional delivery. Hence, Chase (2003) stated that most students, adults or children experience a number of learning experiences over their lifetimes, everything from poor team experiences through a strongly influential  teacher.  Kolb  (2006)  shared  that  well  specified  learning  experience  in  any teaching and learning situation helps learners to make meaning from direct experience, i.e., “learning from experience. Learning experience for achieving instructional method can be most effective when efforts are made by the teachers to evaluate the performance of the students and the achievement of the stipulated objectives of the programme.

Evaluation  as  described  by  Wheeler  in  Kilzik  (2012)  is  a  powerful  device  in clarifying objectives such that the objective could either be modified or replaced with more properly planned ones. Ughamadu (1992) identified two types of evaluation. The two types of evaluation according  to  the  author  include  formative  and  summative  evaluation.  If education is viewed as a process which seeks to change the behaviour of learners in the direction  of objectives  considered desirable,  then  evaluation  may  be  conceived  as  the process of determining the nature and extent of these changes in the behaviour of learners after being exposed to objectives. Therefore, both types of evaluation apply to evaluation of students’ achievement in a programme. In the context of this study, evaluation is the process of assessing the strengths and weaknesses of the programme, including policies, personnel and  products to  improve  their  effectiveness.  In  order  to  ensure  the  desired  results  of improved effectiveness of students (products) in e-learning programme, the package must be subjected to validation by experts.

Validation is the process of establishing or confirming the ability of a research document or programme to solve the problem which it was designed to solve (UNESCO,

1999). The validation by experts confirms the authenticity of the e-learning programme for digital empowerment of university students. When this is done and certified good enough for use, it  can then be developed into a package for use. In this study, the e-learning programme was packaged, validated and developed for digitally empowering university students in South-east of Nigeria for relevance in the present technological and global era. Validation  by  the  experts  needs  computer  lecturers  and  instructors  that  have  work experience to ensure the authenticity of the programme.

Work experience refers to a specified period of time that an individual spends with an organization during which there is an opportunity to learn directly about work life and the working environment. Some work experience positions offer people the chance to try their hands at particular tasks, others simply provide an opportunity to watch and learn. However, an experienced staff in this study is a person that possesses knowledge and skills acquired through involvement  in or exposure to  something for eleven years or more while less experienced staff is a newly employed staff who has served for ten years or less. There is need to ascertain how these work experience positions will affect area of the study which is South-east of Nigeria.

However, South-east of Nigeria is made up of Abia, Anambra, Ebonyi, Enugu and Imo States. Before Nigeria became a country through British colonial government, the South-east was a part of the then Eastern Nigeria from where Rivers, Cross Rivers and Bayelsa States were carved out leaving the five Igbo speaking States that now constitute South-eastern States. The five states (Abia, Anambra, Enugu, Ebonyi and Imo) also have a

concentration of small number of other ethnic groups such as the Ijaw, Ibibio, Efik, and

Igala living within the area.

Given the concepts and the  benefits of e-learning and digital empowerment for university students, e-learning is crucial and important to students in South-east Nigeria to enable the students keep abreast, promote favourable competition among students, and respond to global challenges. However, this can only be attained when students are equipped through training on various e-learning skills. The essence of the e-learning programme is to digitally empower students to participate effectively in digital world.

Statement of the Problem

Education provides basic knowledge required for a wide range of societal growth and development. In effect, no society can make progress without education. The present situation  is  such  that  the  yardstick  for  measuring  the  industrial  and  technological development of any country is its ability to excel in knowledge acquisition and application in all sectors. With one hundred and twenty four universities, the country’s seriousness at making  education  available  for  the  masses  is  not  in  doubt.  Society  looks  up  to  the institutions of higher learning such as the universities for skilled manpower. The traditional classroom training  that  characterizes the  educational system can  no  longer  sustain the present learning process.

National Universities Commission (NUC) (2010) shows that all the Universities in South-eastern Nigeria have made ICT literacy compulsory for students, yet the students do not have e-learning   programme which will enhance their skills in e-learning   activities which include: assignment, chat room, news forum, glossary, wiki, quiz and choice among

others. For instance, Umoren, Akuegwu, Udida & Ntukidem (2009) noted that the poor

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student’s access to e-learning is due to their inability to the use of digital technology. Developing an e-learning programme for digital empowerment of students that will enhance the use of e-learning activities is an attempt to address the present e-learning problems in Nigerian Universities and South-east Universities in particular.

A preliminary study was conducted by the researcher on assessing e-learning needs of students in the South-eastern Universities. The study involved 289 final year computer students in e-learning biased disciplines randomly selected. They were students in e-learning biased  disciplines  (see  appendix  C).  The  researcher  found  out  that  the  students  were deficient in 46 out of the identified 49 skill items covering ten clusters of e-learning digital activities. This implied that the students need empowerment in the 46 out of the 49 e- learning skills in universities in South-east Nigeria. The result has showed that there is significant difference in the mean score comparison of the importance of e-learning skills and the level at which the students could perform them (See Appendix B).

Many studies conducted have recommended the need for ICT training for students but there is no clearcut programme for such training.  Presently, there is no such uniform package available for this programme to articulate the e-learning digital empowerment skills needs of students in Nigeria and South-east. Most universities in the South-east, Nigeria, are equipped  with  digital  wireless  connections  without  a  properly  articulated  students’  e- learning programme. Therefore, the provision of an e-learning programme for digital empowerment of students is the focus of this study.

Purpose of the Study

The major purpose of this study was to develop an e-learning programme for digital empowerment of students’ in the universities in South-east, Nigeria,

Specifically, the study sought to:

1.  Examined the objectives of the e-learning programme for digital empowerment of students.

2.  Find out the possible content of the e-learning training programme.

3.  Examined the instructional methods for the e-learning programme.

4.  Find out the learning experiences that could be utilized to achieve the objectives of the e-learning programme.

5.  Find out activities that to be used for evaluating the e-learning programme for digital empowerment of students.

6.    Develop a draft e-learning programme for digital empowerment of students.

7.  Validate the draft e-learning programme for digital empowerment of students.

Significance of the Study

The findings on the e-learning package that will emanate from this study will be of immense benefit to students in tertiary institutions in the South-east and Nigeria in general, lecturers in higher institutions, instructors, curriculum planners, the government and researchers with research interest in e-learning. The findings have implication for improving the knowledge and skills of the student as the study focused on the identification of the e- learning programme. The contents of the programme will help to keep the students abreast of the various topic areas for enhanced performance in e-learning activities. These will equip the students, on graduation, with knowledge and saleable skills for self or paid employment in Information and Communication Technology (ICT).

The lecturers on the other hand will greatly benefit from the findings of the study in that it will serve as eye an openers to the teachers to know the area where their students are deficient in e-learning skills for immediate action. The knowledge of the procedures for integrating  the  e-learning  programme will  assist  computer  lecturers,  instructors on  the objectives, contents, related instructional methods, learning experience and evaluation activities for assessing students’ achievement in the e-learning programme in the study area. This knowledge will help to improve their course content, method of teaching, consistent curriculum review and planning for the production of qualified university computer graduates in South-eastern Nigeria. Also, computer lecturers who are not well grounded in e-learning skills will use the package that will emanate from the study to update their knowledge.

The findings of the study will be of great benefit to curriculum planners because it will create awareness on the required materials and procedures for planning e-learning programme for Nigerian educational system. The result from this study will provide wealth of information to assist curriculum planners in curriculum planning and update to continuously meet  the societal needs. The  findings of this  study if  integrated into the curriculum of computer studies will produce the required information to the policy makers and public authorities in charge of youth and employment creation in the country. The findings of this study will be beneficial to the federal government in their efforts to improve the quality of education of the Nigeria graduate and reduce unemployment among the youth. The findings of this study will also be of immense benefits to the state governments in Nigeria, South-eastern states in particular. This is because, if the result of the study is packaged, it will empower the students of higher institutions with saleable skills for self and

paid employment of graduates thereby reducing unemployment, crime and idleness among the graduates.

The findings of this study would be of immense benefits to researchers who would use the study as a good reference material and for further studies thereby contributing to building of a body of literature on the theme. It is also expected that the findings of the study will help to further sharpen the focus of the study of any researcher with keen research interest in development and package of ICT programme for skill empowerment of the people.

Theoretically, this study is based on e-learning theory and Curriculum Development theories, Tyler’s Curriculum Model and Nicholls and Nicholls Model. These theories and models provided the theoretical significance for this study. Through the theories and models, the theoretical base of the e-learning programme is established and the steps in curriculum development  models  will  be  of  benefit  for  developing  the  e-learning  programme  for computer students in South-eastern Universities in the country.

Research Questions

1.  What are the objectives of the e-learning programme for digital empowerment of students?

2.  What are the contents (skills and knowledge) of e-learning training programme for student?

3.  What are the instructional methods suitable for the e-learning programme?

4.  What are the learning experiences that could be utilized to achieve the objectives of the e-learning programme for digital empowerment of students?

5.  What are the activities to be used for evaluating the e-learning programme?

Hypotheses

The following hypotheses will be used to further address the problem of the study. They are to be tested at 0.05 level of significance

Ho1        There is no significant difference between the mean ratings of the experienced and less experienced staff on the objectives of the e-learning programme for digital empowerment of students.

Ho2        There  is  no  significant  difference  between  the  mean  ratings  of  lecturers  and instructors on the content of e-learning programme for digital empowerment of students.

Ho3        There  is  no  significant  difference  between  the  mean  ratings  of  lecturers  and instructors on the instructional methods on the e-learning programme for digital empowerment of students.

Ho4        There  is  no  significant  difference  between  the  mean  ratings  of  lecturers  and instructors on  the  learning  experience  that  could  be  utilized  for  achieving  the objectives of the e-learning programme for digital empowerment of students.

Ho5        There is no significant difference between the mean ratings of male and female staff on the activities that could be used for evaluating the e-learning programme for digital empowerment of students.

Scope of the Study

The study is restricted to development and packaging of an e-learning programme for   digital   empowerment   of  Students   in   Universities   in   South-east,   Nigeria.   The development and packaging focused on the objectives, contents, instructional method, learning experiences and evaluating activities for the programme.

The study was delimited to the twelve universities in the South-east Nigeria. Ndufu Federal University, Ebonyi State was not included since it has not fully taken off as at the time of this study.

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