LEVEL OF APPLICATION OF VIRTUAL LEARNING PEDAGOGICAL DESIGN BY BUSINESS EDUCATORS IN TERTIARY INSTITUTIONS IN ANAMBRA STATE

Constance Ifeyinwa Okoli, Nzube Happiness Ikpat

Abstract


 

This study ascertained the level of application of virtual learning pedagogical design by business educators in tertiary institutions in Anambra State. One research question guided the study and two null hypotheses were tested. Descriptive survey research design was adopted for the study. The population of the study comprised 99 business educators from public tertiary institution in Anambra State. No sampling was done due to the relatively small size of the population. The instrument for data collection was a structured questionnaire titled “Level of application of Virtual-learning Pedagogical Design Questionnaire” (LAVPDQ) which was validated by three experts. Cronbach alpha was used to determine the reliability of the instrument and it yielded reliability coefficient of 0.88. The researchers together with two research assistants collected data for the study using direct approach method and 91% return rate was recorded. Mean and standard deviation were used to answer the research question while t-test was used in testing the hypotheses at 0.05 level of significance. The findings of the study revealed among others that business educators apply virtual learning pedagogical design at a moderate level in tertiary institutions in Anambra State.  Based on the findings, it was recommended among others that business educators should reduce their over reliance on traditional teaching method so as to re-align students with market need. Lecturers should from time to time avail themselves the opportunity to get acquainted with the state-of-the-art technology by attending the training programmes, workshops and seminars.

 

Keywords: Virtual learning, pedagogical designs, business education, business educators


Full Text:

PDF

References


Ahmad, S. A. (2012). E-learning in the Nigerian Education System. Journal of Education in Africa Maiden Issue, 1(1), 239-252.

Akudolu, L. R. (2012). Exploring appropriate pedagogical designs for optimizing e-learning in higher education in Nigeria. Unizik Orient Journal of Education, 6(1), 105-119.

Aldowah, H., Umar, I. and Ghazal, S. (2019). The effects of demographic characteristics of lecturers on individual and course challenges of e-learning implementation in a public university in Yemen. Recent Trends in Data Science and Soft Computing, Springer. Doi: 10.1007/978-3-319-99007-1_97. 12 April 2021

Arslan, F. & Kaysi, F. (2013). Virtual learning environment. Journal of Teaching and Education, 2(4), 57-65.

Barker, J. & Gossman, P. (2013). The learning impact of a virtual learning environment: Students views. Teacher Education Advancement Network Journal, 5(2), 19-38.

Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching. A review of the literature. International Journal of Education and development using Information and Communication Technology (IJEDICT), 8(1), 136-155

Chiaha, G. U., Eze, J. U. and Ezeudu, F. O. (2013). Education students’ Access to E-learning Facilities in Universities South-East of Nigeria. Information and Knowledge Management, 3(10), 1 – 11. www.iiste.org. 30 July 2018

Choeda, T. P., Dorji, D. & Par-Ola, Z. (2016). The state of integration of the virtual learning environment and ICT into the pedagogy of the Royal University of Bhutan: A descriptive study. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 12(1), 71-88.

Davis, F. D. & Bagozzi, R. P. (1989). User acceptance of Computer Technology: A comparison of two theoretical models. Management Sciences, 35(8), 982 – 1003.

Eze, T. I, Okoli, C. I. & Ehushie, O. M. (2017). Extent of utilization of Information and Communication Technology facilities by business educators in tertiary institutions in Imo State. NAU Journal of Technology and Vocational Education, 2(1), 29-41.

Fadare, G. O. (2015). Assessment of instructional facilities and equipment available for implementation of Office Technology and Management programme in Nigeria Polytechnics. Nigeria Journal of Business Education, 2(3), 200 – 212.

Fleming, J., Becker, K. and Newton, J. C. (2017). Factors for successful e-learning: does age matter? Education and Training, 59(1), 76-89.

Fu, J. S. (2013). ICT in education. A critical literature review and its implication. International Journal of Education and development using Information and Communication Technology (IJEDICT), 9, 112-125.

Holley, D. (2013). Which room is the virtual seminar in please? Education and Training, 44(3), 112-121.

Ilechukwu, C. L. & Njoku, C. C. (2014). Optimizing e-learning in Nigerian universities for sustainable development. Journal of Information Engineering and Applications, 4(10), 16-22.

Kinley, K. (2010). Faculty and students’ awareness and challenges of e-learning in a college of education. Journal of the International Society for Teacher Education, 14, 27-33.

Kinley, K. (2015). Professional development through participatory design: An attempt to enhance ICT use for teaching at the Royal University of Bhutan. Unpublished Doctoral Dissertation, Aalborg University.

Mcknight-Tutein, G. & Thackaberry, A. S. (2011). Having it all: The hybrid solution for the both worlds in womenn’s postsecondary education. Distance Learning, 8(3), 17-22.

Nworgu, B. G. (2015). Educational Research: Basic issues and methodology. Nsukka: University Trust Publishers.

Obidile, J. I., Obi, O. C & Ikpat, N. H. (2019). Technical, vocational education and training (TVET): Tool for combating insecurity in Nigeria. International Journal of Vocational and Technical Education Research, 6(3), 21-28.

Odoi, G., Ussiph, N. & Panford, K. J. (2019). Application of blended learning at the SHS level – Impact on students’ performance. International Journal of Computer Science and Information Security, 17(7). 80-88.

Oladunjoye, T. G. (2016). Optimizing business education for national development. Nigerian Journal of Business Education, 3(1), 1-16.

Park, C-W., Kim, D., Cho, S. & Han, H-J. (2019). Adoption of multimedia technology for learning and gender difference. Computers in Human Behaviour, 92, 288-296.

Rashid, A. A., Shukor, N. A., Tasir, Z. & Na, K. S. (2021). Teachers’ perception and readiness towards the implementation of virtual learning environment. International Journal of Evaluation and Research in Education, 10(1), 209-214.

Skhephe, M., Mantlana, D. C. & Gobingea Z. B. (2020). Accounting learners’readiness for virtual classroom learning in the Eastern Cape, South Africa: Lessons learnt from the literature. 2nd World conference on future of Education, 11-13 September.

Tarhini, A., Hone, K. and Liu, X. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended technology acceptance model. Journal of Educational Computing Research, 51(2), 163-184.

Van Beek, M. (2011). Virtual learning in Michigan’s schools. Mackinac Center for Public Policy, Midland Michigan.

Wang, Y. S., Wu, M. C. & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92-118.

Zur, O. and Zur, A. (2011). On digital immigrants and digital natives: How the digital divide affects families, educational institutions, and the workplace. Zur Institute - Online Publication. http://www.zurinstitute.com/digital_divide.html.18 August 2018.


Refbacks

  • There are currently no refbacks.


Copyright © 2018 -2022. The Nigerian Journal of Business Education (NIGJBED) All Rights Reserved. 
ISSN: 2408-4816 (PRINT) | 
ISSN: 2756-5912 (ONLINE)

Powered by Myrasoft Systems Ltd.(http://www.myrasoft.ng)