Analyzing Students’ Attitude Towards The Adoption Of E-learning (the Case Of Technical/vocational Schools In Delta State)
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Analyzing Students’ Attitude
Towards The Adoption Of E-learning (the Case Of Technical/vocational Schools In
Delta State)
INTRODUCTION
The rapid growth of internet-based
technology/innovations has resulted in many approaches to learning development,
manifested in different forms of e-learning (Shawar, Al-Sadi, and Sane, 2007).
The use of Information Communication Technology (ICT) at all levels of
education is no doubt the catalyst for improving access to quality education by
all and to acquire knowledge-based economy (Muiwa and Kyalo, 2013). Nowadays,
Information and Communication Technologies (ICT) provide new possibilities for
the creation of innovative effective environments of teaching and learning, by
re-defining the educational frameworks and by deploying new learning facilities
(Papadourakis, Kaliakatsos, and Paschaloudis, 2006). Moreover, the concept of
lifelong, individualized learning engineered through online education is
emerging as a major force in elementary, secondary, and higher education, as
well as in professional training and development (Jones International
University, 2002). Computer usage in secondary schools has made many positive
impacts and developments into learning (Paris, 2004). These often supplement or
replace traditional methods, enabling students to engage with their learning
through various web technologies alongside or instead of face-to-face delivery.
E-learning has been defined according to the contexts and environments where it
operates (Asabere and Enguah, 2012). Al-Adwan, Al-Adwan and Smedley (2013),
observed that e-learning is approached as a system that uses internet
technology to deliver information to students with interactions through
computer interfaces. Masrom (2007) defines e-learning as “learning facilitated
and supported through the utilization of information and communication
technology (ICTs)”. Its use in different educational processes is designed to
Improve the performance of learning (Al-Adwan and Smedley, 2012). It may be
used in many forms, i.e. as a supplement to traditional lectures, asynchronous
distance learning, learning management systems or online learning (Concannon,
Flynn and Campbell (2005). The combination of traditional learning
(face-to-face lectures) exploring students acceptance of e-learning and
web-based courses ¡s known as “blended learning”. This mixes the features of
virtual and real environments to provide a holistic information production and
enhance the students’ learning experience.
Providing a flexible and responsive
learning experience frequently requires the involvement of modern information
and communication technologies (ICTs) to enhance access to continuous
professional development practices in today’s fast mobile work place
environment. E-learning offers flexibility of time and place which allows
higher education institutions and their student to deliver or receive learning
materials in a more flexible manner. Concannon et al., (2005) state that the
increased demand of integrating ICI into the educational. process due to the
change of students’ demography places higher education. Institutions under
pressure to utilize information and communication technologies at secondary
schools.
Additionally, high schools through
effective implementation of e-learning could attract and engage larger numbers
of students. With the ever-present need to demonstrate value for money and
maximize efficiency and effectiveness from training and development within an often
restricted time and expenditure framework, the measurement of impact from
enhancing knowledge management using technology ¡s of a constant interest and
importance (Smedley, 2010). Despite the many advantages offered by e-learning
systems, the transformation of the educational style presents various
challenges that would significantly affect culture and the continuing need for
the development of technological skills of students ad staff (Al-Adwan and
Smedley, 2012). Saade, Nebebe & Tan, (2007) point out that “in general,
like any information systems, user acceptance and usage are important primary
measures of system success”.
Therefore, students’ involvement
and acceptance must be considered; otherwise advanced systems will most likely
fail. Many schools that offer e-learning services encounter various
difficulties in terms of adopting successful strategies including the
acceptance and effectiveness of delivering courses. More importantly,
understanding students’ acceptance of e-Learning is considered the most major
step toward implementing and developing a successful e-learning environment
(Butorac, Nebic, and Nemcanin, 2001). It is essential that developers and
school’ management understand how students perceive and participate in an
e-learning environment along with how to apply an effective e-learning approach
to improve the learning process (Kohang and Durante, 2003). Moreover, exploring
students’ intentions and investigating the factors that impact on students’
beliefs about e-learning can help management to create new methods for
attracting a larger number of students who are willing to be involved in
e-learning systems (Park, 2009).
Therefore, it is crucial to examine analyze students’ attitude towards
the adoption of e-learning particularly in technical/vocational schools in
Delta State.
REVIEW OF RELATED LITERATURE
This chapter dealt with the review
of related literature. It was discussed under the following headings:
conceptual framework, theoretical framework, E-Learning in secondary education,
E-learning technique, E-Learning ¡in the Context of TVE, and Benefits of
Integrating e-learning in TVE, challenges of Integrating e-learning in TVE and
summary of related literature.
Conceptual Framework
The rapid development of
information, communication and technologies (ICT), Internet technologies and
Web-based applications have initiated unparalleled transformation in secondary
schools all over the world (Cheng 2010). Electronic learning (e-learning) is
changing the way teaching and learning is taking place on secondary schools
(Ahmed, 2010). Though the up-scale of e-learning in developing countries
especially in Africa is slow compared to their Western counterparts, the last
decade has witnessed some concerted efforts on the part of high school administrators
to implement e-learning strategies in order to catch up with their counterparts
in the developed countries. Vrana, Zafiropoujos and Drogalas (2006) reported
significant achievement gains among students using computers compared to
students in conventional settings; moreover Hong et al. (2001) revealed that
e-learning is becoming progressively an integral part of the secondary school’s
curriculum learning. However the adoption of e-learning in secondary schools ¡n
Nigeria is still in its infancy, and for the moment there have been recorded
good practices only in higher education (Vrana et al, 2065, Papadourakis et
al., 2006). Woodrow (1991) points out that monitoring teachers and students
attitudes is significant for communal usage, acceptance and success. Even more,
knowin exactly how teachers and students perceive e-learning and web based
technologies “is an important first step” (Jamlan, 2004) before adoption.
Essentially, e-learning is usually
defined as a type of learning supported by information and communication
technology (ICT) via the internet, intranets, extranets or many others to
improve the quality of teaching and learning (Tagoe, 2012). A broader definition
of e-learning is provided by Selim (2007) as “the delivery of course content
via electronic media, such as internet, intranet, extranets, satellite
broadcast, audio/video tape, interactive TV, and CD-ROM.
E-learning is divided into
different types ranging from web-supplemented courses, through web dependent to
mixed mode courses and finally to fully online courses (OECD, 2005). E-learning
is a new generation of learning (Spender, 2001) it is a more recent approach to
the delivery of knowledge, offering the learner more control over the learning
process (Acton et al., 2005). The emergence of e-learning is well documented,
but what constitutes e-learning is less well defined (Homan & Macpherson,
2005).
Beamish et al. (2002) defined
e-learning as a wide set of application and processes allied to training and
learning that include computer based learning, online learning, virtual
classrooms and digital collaboration. These services can be delivered by a
variety of electronic media, including the intranet, internet, interactive TV
and satellite. In the same way it was defined by Govindasamy (2001)
“Instruction delivered via all electronic media including the internet,
intranets, extranets, satellite broadcasts, audio/video tape, interactive TV,
and CD-ROM”. A deliberately wide definition is also this of Pollard and
Hillage, (2001) “The delivery and administration of learning opportunities and
support via computer, networked and web-based technology to help individual
performance and development ‘Sambrook (2003) and Homan & Macpherson, (2005)
use term e-learning to cover any electronic learning material from CDROMs on
standalone PCs to intranet/internet networked systems with downloadable and
interactive material. Hall & Snider (2000) define e-learning as the process
of learning via computers over the Internet and Intranets. E-learning is
defined as interactive learning in which the learning content is available
online and provides automatic feedback to the student’s learning activities
(Torstein and Svein, 2003). There are
several cogent reasons, according to Jamlan (2004) for adopting and
implementing e-learning into an educational system.
First is the growth of information
technology: e-learning has become an ideal delivery vehicle for education and
learning.
Second, it is information rich:
e-learning offers both teachers and learners access to anywhere, anytime
‘information rich” resources
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