Factors Influencing E-Learning in Tertiary Institutions in Rivers State

Amid the raging Covid-19 pandemic across the world and the debilitating tertiary teachers strike in Nigeria, this study’s objective seeks to examine the prevailing un-lived experiences of Nigerian tertiary students in e-learning. The study argues that Covid-19 has widened the digital divide between Nigerian universities and other universities in other parts of the world on the one hand and between public and private tertiary institutions in Nigeria on the other. This e-learning deficit is worsened by university teachers’ strikes, constituting a twin inhibition into which higher education is consigned in Nigeria. The study identifies poor funding of education as a major constraint to virtual learning and instruction faced by public tertiary students especially in the era of the pandemic. Data collection for the study will be carried out through oral interviews basically focus group discussion (FGD) from a sample population of 50 university students (male and female) in three universities across the southeast region of Nigeria, newspaper reports, and participant-observer methods of research analysis.

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ОБҐРУНТУВАННЯ ЕФЕКТИВНОСТІ ВИКОРИСТАННЯ E-LEARNING У СУЧАСНІЙ ВИЩІЙ МЕДИЧНІЙ ОСВІТІ

Medical Informatics and Engineering ◽

10.11603/mie.1996-1960.2015.3.5005 ◽

2015 ◽

Author(s):

O. A. Bagrii-Zayats

Keyword(s):

Western Countries ◽

Factors Influencing ◽

E Learning ◽

Main Factors ◽

Learning Development

The article is devoted to the consideration of the actual questions of e-learning development in both Ukraine and Western countries. The analysis of the contemporary stage of e-learning development has been made and the research of the main factors influencing on success and effectiveness of implementing in future has been conducted.

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E-Learning in the Hashemite University

Advanced Online Education and Training Technologies - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-7010-3.ch008 ◽

2019 ◽

pp. 135-145 ◽

Cited By ~ 1

Author(s):

Ahmad M. Al-Khasawneh ◽

Randa Obeidallah

Keyword(s):

Higher Education ◽

Diffusion Of Innovation ◽

Significant Relationship ◽

Teaching And Learning ◽

User Acceptance ◽

Factors Influencing ◽

Information And Communication ◽

E Learning ◽

Student Motivations ◽

Hashemite University

The development of information and communication technology (ICT) and e-learning has enhanced the process of teaching and learning in Jordanian higher education institutions particularly in the Hashemite University (HU). HU is considered one of the leading universities in adopting e-learning. The attitude toward ICT and e-learning is measured to understand how ICT and e-learning would be accepted through applying the diffusion of innovation (DOI) theory. The results showed a significant relationship between students' perception of technology characteristics and their attitude towards using the technology in the educational system. In this chapter, factors influencing user acceptance and adoption of ICT in Jordan on student motivations for the acceptance of technologies necessary for the delivery of e-learning activities are being handled.

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Integrating Culture with E-Learning Management System Design

Cases on Globalized and Culturally Appropriate E-Learning ◽

10.4018/978-1-61520-989-7.ch002 ◽

2011 ◽

pp. 27-43

Author(s):

Ray Archee ◽

Myra Gurney

Keyword(s):

System Design ◽

Management System ◽

Disabled Persons ◽

Cultural Factors ◽

Learning Needs ◽

Online Information ◽

Student Body ◽

Tertiary Institutions ◽

E Learning ◽

Bare Bones

Although it is a legal requirement of all organizations to permit sensorially, cognitively, and physically disabled persons equitable access to public website information, cultural factors are seldom considered as important in the design of online information content. But many tertiary institutions have a highly diverse, multicultural student body whose learning needs require special attention. Usually, instructors transform existing lectures and exercises, then adds links, and discussions to create Web-supported units, but without any real understanding of possible cultural artifacts or inherent limitations of their online interfaces. This study reports on the results of an action research study whereby students were asked to comment on their preferences for three uniquely different purpose-built WebCT pages which comprised near-identical content. The students showed a definite preference for a sparse, menu-driven webpages as opposed to a colorful, congested, all-in-one interface, or the bare-bones WebCT interface.

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