The utilisation of e-learning facilities in the educational delivery system of Nigeria: a study of M-University

Problem statement

In Nigeria, the continual reduction of education budget to abysmal 8% in the 2017 budget and the attendant rationing of funds amongst greater number of public HEIs amidst stiff competition coming from private HEIs, suggests each HEI should turn to e-learning as a strategic source of socio-economic sustenance (Aboderin and Kumuyi, 2013). However, in spite of the fact that University of Port Harcourt as one of the first Nigerian universities to venture into e-learning, partnered with the University of Nairobi, Kenya to launch open and distance learning (ODL) in some specific disciplines the programme has some difficulties of poor awareness and poor infrastructures and abysmal management commitment to interactive knowledge environment (Bukhari, 2010). Also, this institution and many others may have suffered limited resources and awareness, inadequate manpower and training, instability in energy, and poor internet and network facilities in their bid to exploit complete utilization of e-learning facilities (Markus and Robey, 1998; Bhuasiri et al., 2012; Bukhari, 2010; Allen and Seaman, 2003). Although, all HEIs in Nigeria have connected to the internet that facilitate e-payment of school fees, e-library, e-registration, and e-payroll coupled with the constant innovation and the innovative approaches adopted by teachers in western world, most studies have focused on public HEIs while private HEIs have been largely ignored. Therefore, traditional approaches to teaching and assessments in these Universities have been constantly used while e-learning is yet to be used amongst them (Anene et al., 2014; Bukhari, 2010; Singh and Hardaker 2014). Barriers such as poor awareness, poor infrastructures and abysmal management commitment to interactive knowledge environment (Bukhari, 2010) have been hindering most instructors/teachers from using innovative teaching methodologies in delivering lectures and undertaking rigorous research work (Bukhari, 2010; Singh and Hardaker, 2014; Ahmed, 2010; Hu and Hui, 2012; Fu et al., 2007). Although some universities and more especially the private ones(Aboderin and Kumuyi, 2013) are attempting to embrace complete utilization of e-learning facilities by committing funds for the procurement of these facilities, however, they have failed to accomplish this objective (Bukhari, 2010).

Therefore, this paper examines the nature of adoption of e-learning facilities and the critical factors that influence such adoption in a private higher institution in Nigeria. This is driven by the fact that most studies in Nigeria focused on accessibility of e-learning facilities, problems and prospect in public institutions (Anene et al., 2014; Aboderin and Kumuyi, 2013) while its adoption and utilisation in the educational delivery system of private tertiary institutions in Nigeria have been largely ignored. Furthermore, most studies (see Zhang et al., 2010; Hu and Hui, 2012; Al-Gahtani, 2016) have sought to regularly adopt quantitative methods, while qualitative and inductive case study, grounded theory, thematic analysis or sentimental analysis have been largely ignored. Therefore, more studies are required in this area using a different methodological approach.

The concept of e-learning

The term e-learning defines technology mediated and digitally empowered learning that utilizes hardware (e.g., PCs, tablets, printer, digital camera, digital videos, scanner, overhead projector; OHP, and OHP screen), software (operating systems, cloud technologies, applications (apps), writing, editing, MS Office) and (CD textbooks that fall in the category of courseware, OERS, e-content) and others (e.g., USB drives, CD-ROM), whether from a distance or face-to-face classroom setting (PC helped learning), to empower teacher to student interactions. Actually, it moves the citadel of learning from traditional to module-driven, ICT-based customized, adaptable and synergistic learning that involves learners, instructors, facilitators, and specialists (Falana, 2015; Markus and Robey, 1998; Olojo et al., 2012). While the traditional was teacher focused, the learner focus is facilitated by technology affordances which empowers learners in sharing and receiving contents regularly. E-learning encompasses simplified and synergistic PC bolstered learning process and appraisal approaches that utilize innovation and other programming such as wikis, blogs, podcasts and learning management frameworks (e.g., internet and web offices -www) to improve teaching and research (Mahahusudhan, 2008; Nadiu, 2006) and to empower students and teachers to produce, progress, and share learning contents in a more regular structure (Chiaha et al. 2013).

Studies (e.g., Falana, 2015; Markus and Robey, 1998; Olojo et al., 2012; Sloan et al., 2014) argue that e-learning is a significant and compelling strategy that should be introduced into institutions’ current learning style and teaching method for students and for community oriented learning. Markus and Robey (1998) affirms that learning and mentoring of students are done using the PC as a learning process which involves digitally conveyed contents, system based administrations and coaching support. The use of e-learning strategy to execute educational contents and modules in Nigeria’s HEIs makes for educator-student dynamism in the ways of instructing and learning of the substances (Liverpool et al., 2010). Kajetanowtez and Wierzejewski (2010) perceive e-learning as productive method that advances self-study cum continuous testing and developmental assessments which incite legitimate checking of instructive advancement and periodic accomplishment. General examination report demonstrates that e-learning gives beneficial outcome on learners’ accomplishments. Garrison and Anderson (2003) assert that the utilization of e-learning helps learners’ willingness to learn to innovate. Learners introduce atmospheres where interests are stirred, creative abilities invigorated, premiums produced, perspectives developed and states of mind changed along the lines of achieving the premise for instruction. Asserts that the advantages of e-learning to organizations and lecturers is that it reduces time and cash, upgrades image of the institution, advances ceaseless expert advancement of staff, enhances the nature of education and makes adaptation more powerful.

E-learning adoption in Nigerian institutions

HEIs in Nigeria are to adopt e-learning to change the old strategies and ways they deal with educational program’s execution. E-learning is driven by educational modules via the PC and the web. The HEIs in Nigeria mostly adopt e-learning facilities in the form of arranged addresses on a CD-ROM that can be played when the need arises. This restricts interest as a result of unsatisfactory student-PC ratio (large number of students per PC) that confirms insufficient greater parts of cognate facilities. The intranet facilities in many schools are inadequate because of the high cost of running the facilities often occasioned by the unstable power supply, which exposes most students to public internet cyber-cafes. The bandwidth shared on different frameworks at the bistros is low thus; a media intuitive address will not be possible in view of low bandwidth. Aside the usual obstructions and risks associated with e-learning in Nigeria, some areas within a typical HEI rarely enjoy network accessibility. Salawudeen (2006) argues that though vast majority of HEIs in Nigeria have begun building their ICT centres, the centres are primarily set up as a web office without considering most facilities that make up e-learning centres. Researchers and analysts in Nigeria have shown interest in HEIs’ adoption of e-learning because its tons of barriers. One of such barriers is the instructors’ inability to assist students build up capacity and information needed to make them utilize e-learning facilities adequately. In addition, students are confronted with other difficulties amidst their studies; there are absence of teaching methods in their educational programs, absence of user touch and feel in their e-learning stage, absence of vision and structure in executing e-learning (Kizito and Bijan, 2006; Oguzor, 2011), lack of specialized and social aptitudes required for the execution of e-learning and disappointment experienced in e-learning establishment.

Using the University of Abuja, Nigeria as case point, Anene et al. (2014) studied the problems and prospects of e-learning in Nigerian Universities by specifically examining availability of facilities for e-learning and availability of e-learning materials and to ascertain if students make use of e-learning in their studies. They found that one of the obstacles to the use of ICT was infrastructure deficiencies; the students lamented that Nigerian Universities do not have adequate e-learning library domain, online seminars or discussion with lecturers, online examination, and limited bandwidth. Implicit of this study was continual strikes by Academic Staff Union of Nigerian University (ASUU) to force governments to correct abnormalities. Chiaha et al. (2013) explicitly studied the kind of e-learning facilities that students have access to; the percentage and extent students access these facilities as well as the factors that hinder students from accessing e-learning facilities. The result revealed that about 42.9% of the students had access to e-learning facilities; most students have access to only e-mail accounts and the factors hindering access to e-learning facilities include irregular electric power supply, poor network connection, among others (Chiaha et al., 2013). Atsumbe et al. (2012) investigated the availability and utilization of e-learning infrastructures in a Nigerian University. Their specific objectives were to investigate the adequacy of e-learning infrastructures for effective teaching and learning; the proficiency of e-learning infrastructures to facilitate enhanced lecturer-student teaching and learning interactions; and the factors that inhibit the use of e-learning infrastructures. The findings revealed that there were inadequate facilities specifically directed toward teaching and learning and the e-learning infrastructure available is largely for administrative use, although lecturers and students have access to computers or laptops internet facilities they are not used for teaching and learning.

Aboderin and Kumuyi (2013) looked at the problems and prospects of e-learning in curriculum development and implementation in secondary schools in Ondo State of Nigeria. Specifically, they examined the availability of e-learning tools for curriculum implementation, the extent to which it was applied by teachers, strategies and prospects of e-learning in secondary schools. The finding revealed that there were shortages of e-learning tools and the few ones used were not adequately used. On the strength of these, the investigators advised governments to embark on massive in-service training and retraining (seminars, symposia, workshops and conferences) for teachers on how to operate computers. Similarly, Aboderin (2015) investigated the challenges and prospects of e-learning at the National Open University of Nigeria and while the study recognized that e-learning influences students’ ICT competence, it found that the major challenges included lack of enough computers, shortage of internet facilities, students’ lack of access to e-learning facilities and tools, high cost of software and erratic power supply.

E-learning adoption in private HEIs

The number of existing private HEIs in Nigeria is quite on buzz, almost out-numbering their public counter-parts and so is the rate of adopting modern technologies. Private HEIs in Nigeria may be more IT-driven than public HEIs. However because private HEIs are self-financing and considered small since it is owned by few persons, it is assumed they have greater operating agility and make faster adoption decisions than public HEIs. The self-financing characteristics justifies why private HEIs should be ahead of public HEIs in exploiting the huge socio-economic potentials of e-learning. HEIs in Nigeria and some other developing economies are to be in the frontline of leveraging from e-learning because many of them suffer poor funding. The private HEIs are even better positioned to leverage on e-learning strategy to deal with their supposed financial setbacks but the situation as it is in Nigeria and some other developing nations rarely allows any HEIs (whether private or public) to maximally exploit the full potentials of e-learning. The private HEIs may be more disposed to adopt owing to their ownership and goal patterns but may be cut short by the obvious barriers of network and power fluctuations, limited resources, and poor societal awareness and enlightenment. Nevertheless, the institutions are making some head-ways, no matter how little.

In summary, the level of e-learning adoption in Nigerian HEIs is low. Although most public HEIs have attempted to build ICT based centres for e-learning adoption, most of these established centres are web based centres without adequate e-learning facilities. Some of the reasons for low e-learning adoption in these universities range from lack of mission, vision and structure in implementing e-learning, disappointment of e-learning establishment, lack of specialized and social aptitudes required for the execution of e-learning and teachers to lack of teachers and students knowledge and the know-how to use e-learning platforms. Although, both the state and federal government have made some efforts in providing trainings to most public universities, the fundS and training provided are inadequate coupled with the alarming level of corrupt practices going on in most Public HEIs. This may explain why the Private HEIs may have the greater operating and faster e-learning adoption because of their self-financing characteristics and the proprietors of these institutions would go extra mile to ensure that such facilities are in place and implemented based on the goals, mission and vision.

Data analysis

This section shows a systematic approach on how the findings were derived. Figure 1 below represents data analysis process. The data analysis process employed in this study is thematic analysis. More specifically, data driven thematic analysis approach was adopted since the codes were generated from the raw data. This approach was useful in the research because it allows the application of data driven codes to the raw data and themes to emerge inductively and aids credibility and dependability checks (see Miles and Huberman, 1994). In stage one to three of the data analysis process, codes generated in the initial interviews were applied on the raw data to check how credible they are. In stage four, all the transcribed data was imported into NVivo to further facilitate the analysis because of the huge data involved. This helped in the management of the data using a practical guide developed for coding the data (see Tables 2, 3 and 4). Finally, the model which helped in the interpretation of findings were developed.

Codes	Definition	Description
Adequate e-learning facilities
Availability of e-learning facilities in use	The capacity of e-learning facilities to be accessible and adequate for use	This is indicated when respondents mention that there are quite a number of e-learning facilities available in M University.
Adequate e-learning facilities in use	Satisfactory use of e-learning facilities in delivering lectures	This is indicated when respondents mention that the e-learning facilities are adequate in delivering lectures to students
Utilization of e-learning facilities
Utilization of e-learning facilities	Average utilisation of e-learning facilities	This is indicated when respondents mention that e-learning facilities are to some extent used by lecturers.

Codes	Definition	Description
‘Ease of use of e-learning adoption facilities
At ease in the use of e-learning facilities	The utilization of e-learning facilities when delivering lectures to students is encouraging	This is indicated when respondents mention that the use of e-learning facilities is encouraging
User friendly	E-learning facilities are simple to use	This is indicated when respondents mention that e-learning facilities are simple to use
Significant improvement	E-learning facilities has made weighty progress in improving lecturing performance	This is indicated when lecturers attested to the fact that their teaching performance has improved significantly
Preference of e-learning over ‘face to face’ method vs preference of ‘face to face’ over e-learning over method
E-learning supports ‘face to face’ method	E-learning compliments ‘face to face’	This is indicated when respondents mention that e-learning compliments each other
‘Face to face’ method preferred over e-learning method	Face to face method is chosen over e-learning method	This is indicated when respondent mention that they prefer ‘face to face’ method over e-learning method

Codes	Definition	Description
Major factors inhibiting the adoption of e-learning facilities
Attitudes of users	The attitudes of the users affect e-learning adoption	This is indicated when respondents identifies attitudes of users as a limiting factor in adoption of e-learning
Inadequate internet facility	Poor internet service affects e-learning adoption	This is indicated when respondents mention that inadequate internet access affects e-learning adoption
Inadequate training of users	Insufficient training of users affects e-learning adoption	This is indicated when respondents mention that inadequate training of users inhibits e-learning adoption

General guide for generating code

Availability of e-learning facilities

Finally, one of the lecturers mentioned that Departments across colleges in M-University have their own websites where students can get to know what the department stands for in terms of their philosophy, core values and standards. Students can equally download the departmental handbook which contains the course codes and course outlines, and the lecturers’ academic details. For example: “internet facilities particularly the intranet and then each department has its own website… they also have a platform for the e-learning… we also have laptops to aid our typing, preparing power point and use of projector” (A12). These suggest that e-learning facilities in M-University are adequate and no other facility should be introduced at the moment rather the facilities should be regularly updated and maintained, and this is the reason why most lecturers are adopting them in delivering their lectures. These findings agree with who stated that for an institution to be able to adopt e-learning, it must provide adequate and reliable technical infrastructures.

Utilization of e-learning facilities

Our earlier findings showed that M-University has adequate facilities and should regularly improve and update them. As indicated by some lecturers; “Yes, very well sir… New facilities shouldn’t be introduced at the moment except for the consistency of the internet and then accessing of the e-book… Once we can perfect the challenges of what we have on ground then we can think of introducing new facilities but when we have not then I don’t see the need”. (A1). As indicated by a lecturer; “Very adequate, nothing should be added because we have not even utilized fully the ones that we have”. (A12) and supported by participants A5 and A7. From the findings it shows that M-University has sufficient e-learning facilities that are available for use as this would improve the level of adoption of e-learning facilities. However, these facilities have not been fully utilised as indicated by some lecturers. Also, these facilities should be graded regularly. On the other hand, in as much as there are quite a number of e-learning facilities available in M-University as indicated by the lecturers, the usage of e-learning facilities is on the average.

It was discovered that majority of lecturers in M-University indicated that e-learning facilities are not fully utilized. This may be as a result some factors such as attitude of the users, ‘not functional’ e-learning facilities, poor internet access and people not wanting to change. The findings show that M-University is still learning and improving in the usage of e-learning facilities. This was in line with some of the comments made by respondents: “I would say average utilization”. (A2); “Well M-University is trying though but we have not gotten there yet”. (A7) Similar statement was echoed by participant A12 and A9. For M-University to achieve full utilization of e-learning facilities they need to ensure that the facilities are working; and the lecturers are trained on how to utilize e-learning facilities. The finding confirms that e-learning is not fully utilized. This might be as a result of lack of technical know-how and attitudes of the staff. This is in line with the findings of Seiden (2000) and Uhaegbu (2001) which attributed this to low level of usage of ICT equipment and facilities in schools.

Ease in using e-learning facilities

The findings further indicate that majority of the lecturers are comfortable with the use of e-learning to deliver lectures because the facilities are not too technical to grasp. E-learning facilities are less worrisome in usage and thus, they improve delivery performance. Some lecturers note that: “whenever I use it I feel comfortable” (A2); “absolutely comfortable” (A4); Similar statements were echoed by participants A8, A9, A10. Furthermore the findings revealed that lecturers attest that younger generations are faster adopters. “Yes for a 21st century youth like me” (A12); “They are for young guys like me” (A14). Students can easily grasp what was taught in class; access the lecture materials online rather than the traditional printing or hardcopies which is not cost effective. Aboderin (2011) found that the application of ICT in the classroom makes lesson very interesting and easy to deliver. Similarly, Amedu (2014) revealed that e-learning enhances teaching through provision of better researched information, easier storage and retrieval of teaching materials, improved quality of teaching, and provision of platform for teachers to update their knowledge and enhance group learning.

Preference of e-learning

The findings revealed mixed reaction about the preference of e-learning over face to face method. While some believed that e-learning and ‘face to face’ method complement each other, others are of the opinion that they still prefer the face-to-face method of delivery to e-learning. However, majority of the respondents indicate that e-learning cannot be chosen over ‘face-to-face’ method but they support each other. For instance, a lecturer uses the power point to prepare lectures and presents them in the class via projector. Similarly, lecturers get materials online and use them to prepare lectures for the students. Most lecturers assert: “E-learning cannot be a substitute, it complements face to face” (A3); “I can’t substitute face-to-face to e-learning: e-learning supports face-to-face” (A7). “Both are needed for effective teaching”. (A10); “I use both when the e-learning facility is available for use and working properly”. (A9). These revealed that both methods are needed for effective teaching. Falana (2015) indicated that e-learning is an alternative to face-to-face teaching method but when e-learning complements face-to-face teaching method, they both increase collaborative learning and interaction. On the other hand, some lecturers prefer ‘face-to-face’ method to e-learning method. Some lecturers indicated that: “one may not be able to notice a confused student under e-learning.” (A11); “I prefer ‘face-to-face because its real and then you would have the opportunity to really look into the demining of the students”. (A12). These lecturers are of the opinion that ‘face to face’ method is most preferred because of the relationship that exist between the lecturers and the students. The lecturer would always want to know how the students are feeling and to know if the students are really paying attention in class. However, from the findings it is obvious that not all the lecturers are using e-learning facilities to deliver lectures to students, and most lecturers that are doing so are the younger ones.

Key factors inhibiting the adoption of e-learning facilities