Utilization of E-Learning Facilities by Science Teacher Educators for Teaching Pre-Service Teachers in Nigerian Colleges of Education
Keywords:Availability, utilization, e-learning facilities, colleges of education, science teacher educators.
E-learning facilities are necessary to meet the challenges of the contemporary world education competitiveness in scientific and technological advancement. This study investigated the availability and utilization of e-learning facilities by science teacher educators in teaching pre-service teachers in South-East Nigerian Colleges of Education. One hundred and sixty-seven (167) science teacher educators participated in the study. A researcher-developed fifty five-item questionnaire with reliability co-efficient of 0.87 was used to collect data. Four research questions guided the conduct of the study. Data were analyzed using mean and standard deviation. Results show that some of the listed e-learning facilities were available for teaching science in Nigerian Colleges of Education to a high extent. Some of these include computer, printer, computer laboratory and public address system. On the average however, most e-learning facilities were available to a moderate extent. Results also revealed that science teacher educators use e-learning facilities to a moderate extent. High cost of computer units, lack of prior knowledge on the part of the students on usage of computers, low browsing speed resulting to wastage of payerâ€™s money and unavailability of some e-learning facilities due to poor funding are some of the factors that contribute to poor usage of e-learning facilities. The researchers recommended (among others) that schools should be provided with e-teaching and e-learning facilities and science teacher educators should undergo regular in-service training and re-training programs.
Abidoye, J.A., Adenele, S.O. & Adelokun, A.K. (2011). Information and Communication Technology (ICT) and teacher education programmes in Nigeria. Nigeria Journal of Teacher Education and Teaching, 9(1), 92-99.
Akpan, U. (2010). ICT application in UBE and pupilsâ€™ performance in social studies. Journal of Childhood and Primary Education, 7(2), 210-223.
Anaekwe, J.U. & Williams, C. (2014). Educational technology in Nigeria universities: Statues quo and visions for the future. International Journal of Science and Technology (AFRREV STECH), 3(1), 128-149.
Apebende, E.U., Imona, M.E., Udey, F.U. & Ifene, A.B.E. (2009). The influence of teacher development on the effective implementation of curriculum at the classroom level. Nigeria Journal of Teacher Education and Teaching, 7(3), 53-62.
Ayebi-Arthur, K. (2011). Interest in ICT studies and careers: Perspectives of senior high school female students in three districts in the central region of Ghana. Ghana Journal of Education and Teaching (GHAJET), 12, 229-236.
Dashe, N.P. & Paksohot, D.L. (2011). Access to quality teacher education in Nigeria. Nigeria Journal of Teacher Education and Teaching, 9(1), 15-22.
Ezeugbo, C.O. & Asiegbu, E.C. (2011). Challenges in the application of e-learning in Continuing Education Programmes (CEP) in Nigerian Universities: Exploring Teachersâ€™ Perspective. Ghana Journal of Education and Teaching (GHAJET), 12, 267-275.
Fagbemi, O.P. (2011). Factors affecting access and quality in teacher education with particular reference to colleges of education in Nigeria. Nigeria Journal of Teacher Education and Teaching, 9(1), 56-65.
Fagbemi, O.P. (2011). Factors affecting access and quality in teacher education with particular reference to colleges of education in Nigeria. Nigerian Journal of Teacher Education and Teaching, 9(1), 56-65.
Federal Republic of Nigeria (2009). The National Policy of Education. Abuja: NERDC Press.
Hollow, D. & ICWE (2009). E-learning in Africa: Challenges, priorities and future. Retrieved on 28/06/14 from http://www.gg.rhul.ac.uk/ict4d/workingpapers/Hollowelearning.pdf.
Newhouse, P. (2007). Information Communication Technology in Nigeria. Turkish Journal of Distance Education, 133-142.
Nwana, S. (2012). Challenges in the application of e-learning by secondary school teachers in Anambra state, Nigeria. African Journal of Teacher Education (AJOTE), 2(1), 1-9.
Okoli, J.N. & Osuafor, A.M. (2013). Availability, accessibility and level of use of new technologies for science, technology and mathematics (STM) curriculum delivery. International Journal of Development Studies, 25(1), 7-17.
Okwor, A.N. (2011). Nigeriaâ€™s digital divide â€“ A cog in the wheel of vision 20-2020. Journal of the Science Teachers Association of Nigeria (JSTAN), 46(1), 149-164.
Ushie, B.C., Okworo, G.S. & Ukpanukpong, R.A. (2009). Instructional Communication Technology (ICT) Divide and teacher education in Nigeria. Nigeria Journal of Teacher Education and Teaching, 7(3), 97-109.
How to Cite
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.