CHAPTER ONE
INTRODUCTION
1.1 Background of the study
It is difficult and maybe even impossible to imagine future learning environments that are not supported, in one way or another, by Information and Communication Technologies (ICT). When looking at the current widespread diffusion and use of ICT in modern societies, especially by the young – the so-called digital generation – then it should be clear that ICT will affect the complete learning process today and in the future. Virtually everywhere across the globe; the African Union (AU), European Union (EU) and the Member States have dedicated effort and resources to the promotion and implementation of ICT in education and training; and they continue to do so (e.g. the EU eLearning Programme and the SourceCrew Virtual Classroom Programme powered by Elluminate).
There is, in other words, a widespread belief that ICTs have an important role to play in changing and modernizing educational systems and ways of learning. There is, however, little scientific evidence of the concrete contributions of ICTs to the learning domain, despite the efforts of the last decades. Hence, there is a need to bring evidence together on the impact of ICT on education and training in Africa.
However, it should be noted that many early online courses, such as those developed in the 1970s and 80s at the New Jersey Institute of Technology, courses at the University of Guelph in Canada, the British Open University, and the online distance courses at the University of British Columbia (where Web CT, now incorporated into Blackboard Inc. was first developed), have always made heavy use of online discussion between students. Also, from the start, practitioners such as Harasim (1995) have put heavy emphasis on the use of learning networks for knowledge construction, long before the term e-learning. There is also an increased use of virtual classrooms (online presentations delivered live) as an online learning platform and classroom for a diverse set of education providers such as Minnesota State Colleges and Universities and Sachem School District.
E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used. E-Learning pioneer Bernard Luskin argues that the “E” must be understood to have broad meaning if e-Learning is to be effective. Luskin says that the “e” should be interpreted to mean exciting, energetic, enthusiastic, emotional, extended, excellent, and educational in addition to “electronic” that is a traditional national interpretation. This broader interpretation allows for 21st century applications and brings learning and media psychology into the equation.
In higher education especially, the increasing tendency is to create a Virtual Learning Environment (VLE) (which is sometimes combined with a Management Information System (MIS) to create a Managed Learning Environment) in which all aspects of a course are handled through a consistent user interface standard throughout the institution. A growing number of physical universities, as well as newer online-only colleges, have begun to offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, several universities offer online student support services, such as online advising and registration, e-counseling, online textbook purchase, student governments and student newspapers.
ICT in form of e-Learning can also refer to educational web sites such as those offering learning scenarios, worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training. The recent trend in the e-Learning sector is screencasting. There are many screencasting tools available but the latest buzz is all about the web based screencasting tools which allow the users to create screencasts directly from their browser and make the video available online so that the viewers can stream the video directly. The advantage of such tools is that it gives the presenter the ability to show his ideas and flow of thoughts rather than simply explain them, which may be more confusing when delivered via simple text instructions. With the combination of video and audio, the expert can mimic the one on one experience of the classroom and deliver clear, complete instructions.
From the learner’s point of view this provides the ability to pause and rewind and gives the learner the advantage of moving at their own pace, something a classroom cannot always offer.
1.2 Statement of the problem
One of the major challenges confronting the educational sector in Nigeria is the scaring discrepancy between the astronomical increase in the number of applicants seeking admission into various higher institutions and the available facilities in these institutions to provide quality education; the main purpose for their existence. Each year the Joint Admission and Matriculation Board (JAMB) register hundreds of thousands of students seeking to get admission into various institutions of higher learning in the country. Unfortunately less than 20 percent of these students are absorbed by these institutions, as the facilities they have on ground can only support fewer students. As a matter of fact, those even admitted by these institutions often outstrip the facilities available to support qualitative education and make the academic environment conducive for learning environment. It is therefore not a surprise that in most of these institutions students are often cramped up in lecture rooms, with most of the students struggling to get themselves desks and chairs just to listen to lectures. More outrageous and embarrassing is the situation whereby students sit on the floor while some hang on window frames just to be in the class and listen to their lecturers.
The horrible situation of students sitting on the floor and hanging on the window frames in classes so they can receive lectures is not faced by the students alone. The lecturers also have their own share of this unfortunate situation in our institutions of higher learning. For instance due to huge number of students they have in their classes, lecturers dissipate their energy while lecturing as they need to shout, not speak, for them to be audible enough that the students can hear them. No public address system and when there is, there is often no electricity to power it. Obviously the productivity of both the lecturers and students are negatively affected. And ultimately the prior aim of these institutions (providing quality education of international standard) is defeated.
The introduction and adoption of effective and efficient ICTs will surely go a long way in ameliorating the above sorry situation but will also compliment the effort of these institutions in task of providing quality education. It is a creative and an innovative development that allow teachers to teach more comfortably and conveniently. Especially in a virtual classroom where the presence of teachers and students are not necessarily required, this is made possible through a web collaboration technology. Virtual classroom just like physical classroom is interactive, and in a densely populated area, it puts the institution in a vantage position to admit more students than they currently do without compromising the quality and standard of education the offer, but rather improves it.