Integrating E-Learning Technologies in Business Education Course Delivery During Covid-19 Lockdown in South-South Nigeria

Pac Ordu ,Musa A Abdulkarim

doi:10.7176/jep/11-32-09

Abstract

This study investigates the acceptability of utilizing e-learning technologies for business education course-delivery during the period of tertiary institutions lockdown as a result of COVID-19 pandemic in south-south, Nigeria. Hinged on the theory of Technology Acceptance by Davis, F. D, a descriptive survey research design using quantitative and qualitative approach was adopted. Data was collected via questionnaire, and Focus Group Discussion (FGD) was used for the qualitative approach. The study revealed that business educators utilized e-learning technologies to a very low extent during the pandemic. Therefore, strategies to forestall such hindrances and difficulties were identified and discussed. Keywords: e-learning, academic staff attitudes, ICT, synchronous, asynchronous, COVID-19 DOI: 10.7176/JEP/11-32-09 Publication date: November 30 th 2020

Highlights

In the past two decades, technological offerings have been penetrating the Nigerian education system especially at the tertiary institution level
Purpose of the study The main purpose of this study is to investigate the acceptability of utilization of e-learning technologies to deliver www.iiste.org business education courses during the period of tertiary institutions shut down as a result of covid-19 in southsouth, Nigeria
Discussion of Findings The finding relating to specific purpose one shows that business educators are of the opinion that e-learning technologies assessed in this study are to a high extent useful in delivering business education courses when learners are dispersed. This finding emanated from the fact that most of the business educators from south-south, Nigeria assessed are of the opinion that internet, YouTube, blogs/online journaling, smart phones, e-mail, CD ROM, and Digital Video Disc (DVD) plate are to a very high extent useful for delivering business education courses when learners are dispersed; while computer, video conferencing, video books, Twitter, Instagram, audio conferencing, zoom meetings, and WhatsApp group chart are to a high extent useful in delivering business education courses when learners are dispersed

Summary

Introduction

In the past two decades, technological offerings have been penetrating the Nigerian education system especially at the tertiary institution level Many educational programmes such as: Business education have the provision of computer laboratory, intranet, internet access and basic laboratory equipment such as: multimedia projectors, interactive board, video conferring tools as basic requirements for accreditation by the three supervisory agencies of tertiary institutions in Nigeria (National Commission for Colleges of Education, NCCE, 2012, National Board for Technical Education, NBTE, 2014, National University Commission, 2018, Author, 2019). Access to and skills of the users remain significant because as noted by Odiachi (2019), the utilization of technology in teaching and learning focuses on how educators can achieve the goals of education with the aid of technology

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Methods

Conclusion