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)
CHAPTER ONE
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 (Muyiwa 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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