CHAPTER ONE
INTRODUCTION
Background of the Study
Technology today has turned the world to a global village. With technology advancement in the 21st century, e-learning has become a valuable technology for teaching, learning and research in higher institution of learning (Ojeaga, &Igbinedion, cited by Felicia and Omotayo (2019). For this reason people has experienced a drastic changed which brought about improvement to almost all phases of human life. Such as improving access to services, enhancing connectivity, creating business and employment opportunities, and changing the ways people communicate, interact, and engage among themselves and with their governments.
In the knowledge-based economy, level of technology advancement of a nation determines her growth (Awodiji&Ogbudinkpa, 2016). The future of knowledge economy depend more on the capacity of university to produce knowledge through research and development rather than knowledge-based good. Universities in Ekiti State live in knowledge economy society which calls for the adoption of e-learning for management and business courses.
The invention of e-learning technologies is changing the pattern of teaching and learning in tertiary educational institutions. All over the world, learning by undergraduate students has gone through tremendous modifications, especially, since the introduction and adaptation of different technologies. E-learning according to Ojeaga and Igbinedion cited in Chuma (2019) involve the use of technology to enhance learning which include digital collaboration, satellite broadcasting, CD-ROMS amongst others.(It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and video-tape, satellite broadcast, interactive TV, CD-ROM, and more). E-learning has so many advantages over the traditional method of teaching and learning. This have impacted greatly on teaching and learning process, school management in a number of ways. E-learning can accelerate, enrich and deepen basic skills in reading, writing and can motivate students to learn as they become more independent and responsible for their learning. Empirical studies revealed that technology encouraged active learning, support teaching, reduce the isolation of teacher and promote teachers and students in learning and research (Chuma, 2019)).
Hall and Snider cited in Felicia and Omotayo (2019) viewed e-learning as the process of learning via computers internet and intranets. It was also referred to as web-based training, online training, distributed learning or technology for learning. This goes beyond digital technologies but give students a greater autonomy regarding the point in time to learn at their own pace. The content and the method by which students learn by providing online learning that eliminate the barriers of time and distance. Cohen cited in Felicia and Omotayo (2019)submitted that the use of e-learning has an effect on all aspects of teaching and learning. When teachers integrated technology into the lesson, it required new learning approaches to the curriculum because of the ability to look at and explore information in new ways.
Moreover, some studies have emphasized that technology can help by allowing learners to take a more active role in their learning through different instructional modes. Therefore, e-learning has been recognized as technological ways for teaching and learning which enabling learners to receive and interact with educational materials and resources through internet, as well as engaging with teachers and peers in ways that previously may have been impossible. From the foregoing, there is no doubt that e-learning facilities provide productive teaching and learning experiences aimed at increasing students' intellectual capability in management and business courses in tertiary institutions. Management has been viewed as the process of utilizing the human and material resources to accomplished designated organizational objectives (Uzo-Okonkwo, cited by Felicia and Omotayo (2019). While business is a course of study which equips individuals with functional and marketable skills, knowledge, attitudes and values which enable fresh graduates to operate in the environment he/she finds himself such that he is self-reliant and become a job creator rather than a job seek. This signified that management and business course encompasses knowledge, attitude and skills needed for all the citizens in order to effectively manage the available resources towards the attainment of goals. For this to be achieved there is need to strike a balance in what the learners receive from the classroom and what is obtained in the labour market. Universities today cannot improve the academic achievement of students or the overall value of their programmes without sufficiently making use of e-learning facilities in teaching and learning.
Ementa, Onokpaunu, and Okonkwo (2017) affirmed that the future of education is in the internet, as a lot of online universities are on the increase, making teaching and learning in the four corners of a classroom less significant. Pollicia, Simpson,Aldredgein,Uzo-Okonkwo and Oduh (2017) asserted that, the widespread availability of the information and communication technology (ICT) has precipitated a vast changed in education and especially in the delivery of instruction. This depicts that effective teaching and learning cannot take place without the use of e-learning facilities in tertiary institutions.
In university's system today e-learning has compliment lecturers' effort in so many ways such as in the classroom, in the area of research etc. which assist in transforming teaching and learning with a student-centered approach. Technologies are used merely to replicate lectures in classrooms with the advantage that students can have access to them whenever and wherever as long as they have the internet connection. It enhances teachers' presence and aid teaching delivery by supplementing lectures with PowerPoint presentations.
Welsh,Wanberg, Brown, and Simmering cited in Felicia and Omotayo (2019) highlighted six benefits of elearning as follows:
i. provide consistent, worldwide training;
ii. reduce delivery cycle time;
iii. increase learner convenience;
iv. reduce information overload;
v. improve tracking learners' activities, and
vi. lower expenses of educational provision (Low-cost technologies).
Furthermore, e-learning could motivate students to do independent work, hence promoting students' ability to develop self-learning skills. The ICT could also act as a leverage to improve the day-today administrative and management operations of universities in the Third world. For instance, by making dissemination of information on students' admissions, registration, assessment, schedules and timetables etc. much easier and in a timely manner.
Statement of the Problem
One of the basic objectives of technology is to enable teachers to transform their practices by providing them with improved educational content and particularly ability to make use of new technologies in teaching and learning of Business Education. Technology should serves as the attractive tools and infrastructure for the younger generation to facilitate the awareness and actual craftsmanship in management and business courses in our local communities.
Conversely, it is one thing to have access to e-learning facilities and it is another thing to effectively utilize them in teaching and learning. Therefore, inadequate utilization of new technologies facilities by teachers could result in producing graduates with only theoretical knowledge and less experience in practical courses which required the application of ICT skills. The university's lecturers are expected to equip graduates with relevant technological skill for effective performance in this global world. They need to embrace e-learning facilities to become competencies in the use of digital technologies for teaching in the digital age. However, the use of information and communication technology (ICT) has virtually changed the content, nature, procedure, tools and practices of human endeavour. Furthermore, it was explained that these changes cannot be ignored as a nation and individual cannot attain the desired development in this technological age without making proper use of ICT. In order to bridge the gap between what is happening in the fore wall of classroom and what is expected of today graduates in the world of work, there is an urgent need in effective use of new technologies to teach for expected result to be achieved. Therefore, the researcher assessed the availability and utilization of e-learning technologies in Business Education programme in tertiary institutions will enhance quality of teaching in educational system.
Purpose of the Study
The main purpose of this study is on the assessment of availability and utilization of e-learning technologies in Business Education Programme in tertiary institutions in Ekiti State. The Specific objectives are to;
1. examined the Adequacy of e-learning infrastructures for effective teaching and learning inAccounting.
2. Find out the proficiency of the use of e-learning infrastructures to facilitate teaching and learning in Accounting by the lecturers.
3. Investigate the factors that inhibit the use of e-learning infrastructures inAccounting.
Significance of the Study
The significant of this study will make lecturers to be aware of the importance of e-learning technologies not only to the state of approach but also the immense potentials interest in the use of relevant e-learning materials on the teaching and learning Business Education in tertiary institutions in Ekiti State.
The findings will be relevant to the government of Ekiti State as means of enhancing better relationship between the lecturers and students. The researcher’s result will furnish educators such as lecturers and administrators with more reliable information on the assessment of availability and utilization of e-learning technology in teaching and learning of Business education.
Research Questions
The following research questions were raised to guide the study:
1. To what extent are e-learning infrastructures adequate in teaching and learning ofAccounting?
2. Howproficientarelecturersintheuseofe-learninginfrastructuresinteachingandlearning?
3. What are the factors that inhibit the use of e-learning infrastructure in teaching and learning of Accounting?
Hypotheses
The following hypotheses were formulated and tested at 0.05 level of significance:
There is no significant difference between theadequate of e-learning infrastructures and teaching and learning of Accounting?
There is no significant difference between theproficientoflecturersintheuseofe-learninginfrastructuresandteachingandlearning?
There is no significant difference between thefactors that inhibit the use of e-learning infrastructure and teaching and learning of Accounting
Scope of the Study
This research work focuses on the on the assessment of availability and utilization of e-learning technologies in Business education programme in tertiary institution in Ekiti State.
Definition of Terms
The following terms are defined as it specifically applies to the study:
• E-Learning or Electronic Learning: is the delivery of learning and training through digital resources. This makes it easy for users to learn anytime, anywhere, with few, if any, restrictions. Basically, eLearning is training, learning, or education delivered online through a computer or any other digital device.
• Teaching: teaching is the conscious and deliberate efforts or matured or experienced person impact information and knowledge and experienced person with the intention that the later will learn or come to believe on whether he is being taught on ground.
• Syllabus: Syllabus is a context outline or statement of the main point of a course of study spring up from the board of curriculum of the school.
• Learning: Learning is a change of modification in behavior of organization as a result of experience or reaction to stimulus in this environment.
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