CHAPTER ONE
INTRODUCTION
Background to the Study
Business education has been described
as education for and about business (Okwuanaso & Nwazor, 2000; Nwosu,
2003). In other words, business
education teaches knowledge and competencies required in business. Business education is considered as the
pedagogical knowledge and business competencies necessary for teaching business
attitude, concept, skills and knowledge.
This could be for personal or vocational usage or career as an
administrator, manager or teacher.
Business education is seen as a programme that has promoted skills which
enable an individual to function effectively and efficiently, as an employee,
or employer. Chukwu and Ishiaku (2004)
in Olumese (2007) stated that business education is a comprehensive discipline
whose instructional programme encompasses the knowledge, attitudes and skills
needed by all persons in order to effectively manage their personal business
and economic system and also the skills needed for entry into employment and
advancement in a broad range of career.
In order to achieve this objective, the use of technology becomes very
important as a means of learning and teaching.
The use of information and
communication technology as a means of improving the efficiency and effectiveness
in business education is not in doubt.
With the introduction of information and communication technology (ICT), there will be changes in
pedagogical delivery system. Akudulu
(2006) believed that the advent of information communication technology has
given rise to the formulation of new educational objectives which requires
innovation and modification in the content, method and evaluation
strategies. According to Omolade (2003)
in Olumese (2008) the three methods that can be used in teaching business
education are through formal education, non-formal education and informal
education. Akinpelu, Adewale and Otunla
(1999) noted that these three methods can utilize information communication
technology (ICT) such as micro computers, teleconference, video conferencing,
electronic mail, cyber space and internet, computer, teleconferencing and audio
conferencing. Others include hyper text,
video text, communication satellite, interactive cable television technique.
E-learning, can be described as a
“virtual classroom”. Edigbo (2004)
described it as a group of students assembled in a common virtual classroom to
meet an instructor on-line (that is, in cyber space). The participants enroll by sending an e-mail
to the instructor. The instructor sends
out learning materials by electronic means to each participant. Participants submit their assignments
electronically to the instructor and receive corrections later. In this way, e-learning is established.
The Wikipedia (2010) refers to
e-learning as the use of electronic media and information communication
technologies (ICT) in education. Broadly
speaking, it includes all forms of educational technology in learning and
teaching. E-learning is synonymous with
multimedia learning, technology – enhanced learning (TEL), computer based
interaction (CBL), computer based training (CBT), computer-assisted instruction
or computer aided instruction (CAI), internet based training (IBT), web-based
training (WBT), online education, virtual education, virtual learning
environment (VTE) (which is also called learning platforms) and digital
educational collaboration (DEC).
E-learning if integrated into business
education programme could attract the following benefits to the students,
lecturers and other stakeholders in business education:
·
Provide access to information with the latest
technologies to support professionalism in business education (Ile and Okoli,
2003).
·
Enhance the development of standard through
curriculum development design and innovation, which will put in place
appropriate human and material instructional resources for effective teaching
and learning.
·
Help to engage student in learning process and skills
which will be useful in social life and in the world of work.
·
It promotes motivation of students and teachers
to engage in research for indebt knowledge in business education, information
communication technology and general education
According
to World Bank (2002), tertiary education is seen as the capstone of the
traditional education pyramid. As the
apex of educational structure, it is a critical pillar of human development
which provides a life-long learning framework for training high-level skilled
human capital resources in all spheres of life namely, teachers, doctors,
nurses, civil servants, engineers, humanities, entrepreneurs, scientist and
myriad of personnel(Aduwa-Ogiegbaen & Imogie, 2005). Aduwa and Imogie further maintained that
improved tertiary education is necessary for sustainable progress in basic
education. With the advent of
globalization and information revolution, education is expected to create
intellectual capacity on which knowledge production and utilization depends
on. It is also expected to play a key
role in promoting life long learning practices that is necessary for updating
people’s knowledge and skills. To
achieve this, tertiary institutions need to change their instruction modes of
operation and delivery by taking advantage of e-learning technologies, which is
an integral part of information communication technology (ICT).
Government, particularly at the federal
and state levels in conjunction with some non-governmental organizations (NGOs)
have contributed towards the promotion and provision of information
communication technology facilities and capacity building in some Nigerian
tertiary institutions. However, a bit
more is needed in this regard. The
inclusion of information communication technology courses is compulsory in all
courses in Nigerian tertiary institution and as a major feature in business
education courses point to the fact that ICT and e-learning is a necessity and
of great importance, if we are to achieve the millennium development goals of
the UNESCO.
Despite the huge financial investment
by government and non-governmental agencies on ICT, the slow pace of acquiring
the needed state of the art facilities in the universities, polytechnics and
colleges of education, but e-learning tools and technologies for business
education service delivery is still unpopular, irrespective of the fact that
the new wind of change calls for its utilization. Certain factors pose as challenges and
constraints to the utilization of e-learning technologies are dearth of fund,
irregular supply of electricity, high capital intensive nature of ICT
facilities, dearth of qualified and insufficient human resources, traditional
mentality of some teachers, and lack of dynamism to shift from old to new
instructional delivery system – e-learning.
The focus of this research is on the availability
and utilization of e-learning technologies for effective delivery in business
education programme of tertiary institutions.
If an improved tertiary institution is necessary for sustainable
progress in intellectual capacity building in terms of knowledge and skills,
business education as a field of study provides the opportunity for teaching
and learning business attitudes, concepts, skills and knowledge for the world
of work and self sustainability, while e-learning serves as the instructional electronic
media through which business education programme is delivered. In this regard therefore, it is important to
conduct an empirical investigation into the strategies for utilization of
e-learning tools and technologies and ascertain its effectiveness in business
education programme in tertiary institutions in the present dispensation of
globalization in science, technology and economic development.
Statement of the Problem
The world is technologically getting
advanced. It is sometimes referred to as
a global village. The reason for this
assertion is attributed to the influence of information and communication
technology. E-learning as a matter of
fact is fast becoming popular in business education instructional delivery
method, most especially in tertiary institutions in Europe, America, and other
developed and technologically advanced countries. In Nigeria, its usage as instructional method
of teaching and learning in business education programme of tertiary
institutions needs to be emphasized in line with what obtains in other part of
the world. Pedagogic application of ICT
involves effective learning with the aid of computer and other information
technologies serve as learning aids, which play complementary roles in teaching
and learning situations. Technologies
such as e-learning necessitate and facilitate learning. The use of new methods promotes
learning at a distance, and on one’s own and pace possible. Modeling,
simulation, use of data base, guided instruction, closed world exploration
results, in changes in terms of teaching strategy, instructional content, role
of the teachers and context of the curricular is made obvious and
inevitable. Furthermore, utilization of
e-learning tools and technologies enhances motivation, help recall previous
learning, and provide new instructional stimulus for the learners.
However, there is dearth of enough
e-learning tools and technologies that are required for teaching and
learning. In addition, many teachers and
students do not have the required skills and competency in the utilization of
e-learning for impacting business education courses.
The light of the above observations
inspired the researcher’s curiosity to investigate the availability and
utilization of e-learning technologies in business education programme in
Nigeria tertiary institutions. In
addition to the above, is the rising dissatisfaction among employers of labour
on the poor performance and competencies, skills of business education
graduates in the use of e-learning technologies in the new world of work. The implication of this is that business
education graduates becomes unemployable and unfit either in a paid job or self
employment and sustainability. This
unfortunate situation is obviously a problem which will necessitate the need to
determine the extent of utilization, possible benefits, problems and strategies
of enhancing e-learning tools and technologies in business education programme
of tertiary institutions in Delta State. This will fill the missing gap and
streamline the skills acquired in school with what is required by the
industry. Since business education is
for and about work.
Purpose of the Study
The main purpose of this study is to investigate
the availability and utilization of e-learning technologies in relation to
teaching and learning of business education programme of tertiary institutions
in Delta State. Specifically, the study will:
1.
Determine the extent to which e-learning
technologies are available for use in business education programme in tertiary
institutions in Delta State.
2.
Determine the extent to which e-learning
technologies are utilized in business education programme in tertiary
institutions in Delta State.
3.
To identify the major problems and constraints
against the use of e-learning technologies for pedagogical application in
business education programme of tertiary institutions in Delta State.
4.
To determine strategies for improving the
availability of e-learning technologies for teaching and learning of business
education programme of tertiary institutions in Delta State.
5.
To determine strategies for improving the
utilization of e-learning technologies in business education programme of
tertiary institutions in Delta State.
Research Questions
The following research questions were raised
to guide the study:
1.
To what extent are e-learning technologies
available in business education programme in tertiary institutions in in Delta
State?
2.
To what extent are e-learning technologies
utilized in business education programme of tertiary institutions in Delta
State?
3.
What are the major constraints against the use
of e-learning technologies in business education programme of tertiary
institutions in Delta State?
4.
What are the strategies for improving the
availability of e-learning technologies for business education programme of
tertiary institutions in Delta State?
5.
What are the strategies for improving the
utilization of e-learning technologies for business education programme of
tertiary institutions in Delta State.
Hypotheses
The following null hypotheses were
formulated and will be tested in this study at 0.05 level of significance:
1.
There is no significant difference in the mean
ratings of business educators in the universities, polytechnics and colleges of
education on the extent of availability of e-learning technologies for business
education in tertiary institutions in Delta State.
2.
There is no significant difference between the
mean ratings of male and female business educators on the extent of utilization
of e-learning technologies in business education programme of tertiary
institutions in Delta State.
3.
There is no significant difference in the mean
ratings of business educators in universities, polytechnics and colleges of
education on the constraints against the utilization of e-learning technologies
in business education programmes of tertiary institutions in Delta State.
4.
There is no significant difference between the
mean ratings of male and female business educators on the strategies for
improving availability of e-learning technologies in business education
programmes of tertiary institutions in Delta State.
5.
There is no significant different in the mean
ratings of business educators in universities, polytechnics and colleges of
education on the strategies for improving utilization of e-learning
technologies in business education programmes of tertiary institutions in Delta
State.
Significance of the Study
The significance of the study is
centered on the students, business educators, educational planner,
administrators and the general public.
There are a lot of benefits to derive on the use of e-learning
technologies.
The findings of the study will
encourage business educators and students to develop skills and competencies in
e-learning technologies for teaching and learning in business education
programme.
Curriculum planners will be made to
design curriculum that will encourage and emphasize technology driven education
at the 21st century in business education course contents which will
improve students’ skills and competencies for employability and self
sustainability.
The study will provide improved
performance in terms of teaching and learning abilities of business educators
and students of tertiary institutions in Delta State. It will also promote conveniences and
flexibility of students through self paced and time, as well as increased
access to instructors of best quality through share of knowledge across
boarders, viz online and internet connectivity.
Additionally, administrators and
managers of business education in tertiary institutions in Delta State will be
able to access students’ payments, records, admission, evaluating and results,
on-line registration, online assessment and exchange programmes.
Finally, alumni, parents and the
general public will be able to access the websites of business education
programmes in tertiary institutions, Delta State for general information, and
students’ follow-up programmes.
Scope of the Study
The scope of this study is on the
assessment of the availability and utilization of e-learning technologies for
effective delivery of business education programme in tertiary institutions in
Delta State. Therefore, business
educators in tertiary institution in Delta State that offers business education
programme are involved in the study. The
institutions are Universities and Colleges of Education.
It will determine the extent of availability
and utilization of e-learning technologies, in tertiary business education, and
constraints in teaching and learning of business education programme of
tertiary institutions in Delta State.