EVALUATION OF READINESS FOR E-LEARNING IN NIGERIAN UNIVERSITIES

1. EVALUATION OF READINESS FOR E-LEARNING IN NIGERIAN UNIVERSITIES Ph.D. RESEARCH PROPOSAL DEFENCE(SMALL PANEL) By FAKINLEDE, Charity Onovughakpo 12/68OO004 DEPARTMENT OF EDUCATIONAL TECHNOLOGY UNIVERSITY OF ILORIN, ILORIN, NIGERIA SUPERVISOR: Professor M. O. Yusuf DATE: MARCH 11, 2014 TIME: 10AM

2. CHAPTER ONE INTRODUCTION BACKGROUND TO THE PROBLEM • University education has contributed greatly to improved national incomes, economic growth and development (Amaghionyeodiwe, 2012; Omojimite, 2010; World Bank, 2011). • Rapid ICT developments have led to emergence of “e-services” (Rowley, 2006), thus, changing the way people live, work, and learn globally. • E-learning is known to have improved the standard of education, (Moore & Kearsley, 2008; Olorundare, 2011; Yusuf, 2012) • The Nigerian government is making efforts through the Nigerian Universities Commission (NUC) to fast-track ICT developments in Nigerian universities (NUC, 2011).

3. Statement of the Problem • Limited Access to University Education in Nigeria (Moti, 2010; British Council, 2011) • Nigerian Population (about 160m) • Less than 300,000 spaces in Nigerian university system(1 in 7 gain admission annually) • Lower standards (quality) in education • Equity challenges in education • E-learning adoption and MOOCs have been acknowledged as veritable remedies to these challenges (Okebukola, 2006). • Government has some ICT initiatives, but, where are we in the deployment of e-learning in the 21st century? • Hence, the need for a proactive evaluation of readiness for e-learning in Nigerian universities.

4. Purpose of Study To evaluate the extent of: • Networked Access (networks of technology infrastructure and facilities) for e-learning • Content development (curriculum development and design) for e-learning • ICT adoption within the Society - major stakeholders (students, faculty and university administrators/decision-makers). • Institutional Strategies(administrative policies and funding) adequate for e-learning in Nigerian universities. Contribution of the Research: Findings: - will inform the need for deployment of e-learning , and - will contribute to the body of knowledge in the emerging field of e-learning in Nigeria

5. Research Questions Four research questions will be used for the study. • What is the level of networked Access, of technology infrastructure and facilities for e-learning in Nigerian universities? • What is the level of Content development, in terms of, curriculum development and design for e-learning in Nigerian universities? • What is the level of ICT adoption for e-learning within the Society of major stakeholders - students, faculty members and university administrators/decision-makers in Nigerian universities?. • Are institutional Strategiesadequately developed for e-learning in Nigerian universities?

6. Research Hypotheses This study will adopt four research hypotheses: H01: There is no significant difference between female and male stakeholders in the level of e-learning readiness in Nigerian universities. H02: There is no significant difference between older and younger stakeholders in the level of e-learning readiness in Nigerian universities H03: There is no significant difference between levels of educational attainment of stakeholders in readiness for e-learning in Nigerian universities. H04: There is no significant difference between geographical locations of stakeholders in the level of e-learning readiness in Nigerian universities.

7. Scope of the Study This study will evaluate: Six purposively selected universities from each State in South-West, Nigeria - based on ownership, age and geographical location. Students and faculty members will be selected non-randomly based on academic disciplines Administrators/decision-makers will be purposively selected-based on their closeness to the ICT programs, development and deployment in the selected universities.

8. Significance of the Study Findings will provide evidence-based judgements needed for the development and deployment of ICTs for e-learning, thereby, benefitting all major stakeholders: Students, Faculty, Administrators/decision-makers Government and its regulatory agencies, Private sector/industry and Parents.

9. E-LEARNING

10. Review of Related Literature Sub-headings: • Information and communication technology in Contemporary Education • E-Readiness: Concept and Application • Definitions and Evolution of E-Learning • E-Learning Readiness and Integration of ICT in Learning • University Education in Nigeria and Integration of ICT • Policy Documents on ICT in Nigerian School System • Conceptual Framework for Evaluating E-Learning Readiness • Appraisal of the Literature Review

11. Conceptual Framework

12. Research Methodology Concurrent mixed methods Evaluation Concurrent Triangulation Design (Creswell, 2009, p. 210)

13. Sample and Sampling Technique Six purposively selected universities in South-West, Nigeria - based on ownership, age and geographical location (Lagos, Osun and Ekiti). At least 120 studentswill be non-randomly selected – convenience sampling At least 30 academic staffwill be non-randomly selected from different academic disciplines– convenience sampling At least 10 administrators/policy-makers will be purposively selected - based on their closeness to the ICT programs, development and deployment in the selected universities.

14. Research Instruments • Survey Questionnaire and Interview Instruments- SQII (Appendix E), has two sections (I & II). • Section I is a survey questionnaire divided into five sub-sections (A- E), covering the following areas: Bio-data (8 sub-questions), General information on e-learning (14 sub-questions), Personal e-learning skills (7 sub-questions), ICT proficiency (15 sub-questions), and ICT access (11 sub-questions). • Section II consists of closed and open-ended interview questions divided into seven sub-sections (A-G) on: Participants’ perception of e-learning (3 sub-questions); Socio-demography (5 sub-questions); Institutional infrastructural provisions (4 sub-questions); Course content and design (5 sub-questions); Institutional administrative policies (3 sub-questions) and Finance (4 sub-questions); and Summary (2 sub-questions).

15. Validation of Research Instruments Research Instruments were guided by industry standard assessment tools(Bates, 2000; Rosenberg, 2000; Williams & Pennsylvania State University, 2008) Will be subjected to further validated by researcher’s supervisor and two other lecturers in the field of ICT/Educational Technologyand the Dean of Education (administrator) at the University of Ilorin. Cronbach’s Alpha of .84 was used to determine the reliability of the survey questionnaire instrument in a pilot study at the University of Ilorin.

16. Data Collection • Authorisation and permission for data collection will be obtained from the officials of the selected educational institutions prior to the time of data collection. • The researcher and/or assistants will be responsible for the distribution and collection of the research instruments. • The assistant researchers will be given adequate briefing and proper training in the use of the research instruments by the researcher.

17. Data Analysis • Quantitative data will be coded and analysed using frequency counts and Analysis of Variance (ANOVA). • Qualitative data will be hand-coded, categorized by themes and presented according to identified significant statements. • Mixed methods - research results from both methods will be compared to determine convergence or divergence.

18. Thank you for your attention