Challenges Confronting E-Learning in Higher Education Institutions in Nigeria amid COVID-19

Autor/inn/en	Eli-Chukwu, Ngozi Clara; Igbokwe, Innocent Chiawa; Ifebude, Barnabas; Nmadu, Daniel; Iguodala, Wilfred; Uma, Uzubi; Onyeneke, Robert Ugochukwu; Akudo, Florence Ukamaka
Titel	Challenges Confronting E-Learning in Higher Education Institutions in Nigeria amid COVID-19
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 1, S.238-253 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eli-Chukwu, Ngozi Clara) ORCID (Ifebude, Barnabas) ORCID (Nmadu, Daniel) ORCID (Uma, Uzubi) ORCID (Onyeneke, Robert Ugochukwu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-09-2021-0346
Schlagwörter	Foreign Countries; Higher Education; COVID-19; Pandemics; Barriers; Electronic Learning; School Closing; College Faculty; Technology Integration; Adjustment (to Environment); Technological Literacy; Access to Computers; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; School closings; Schule; Schließung; Schließung (von Schulen); Fakultät; Technisches Wissen
Abstract	Purpose: The shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and rethink education anew in light of the emerging challenges and opportunities imposed on e-learning in higher education in Nigeria post COVID-19. This study investigates the challenges confronting e-learning in higher education in Nigeria amid COVID-19. Design/methodology/approach: Drawing upon data collected through a structured questionnaire administered to 395 lecturers in various disciplines in private, state and federal universities in Nigeria, the study adopts a quantitative research method. The quantitative data were analyzed using descriptive statistics. Findings: The findings indicate that Nigeria Higher Education Institutions (HEIs) are still in the early stage of adopting the e-learning mode of study. In addition, there was no existing e-learning curriculum before the pandemic. Also, adopting e-learning mode of teaching was an uphill task for both the lecturers and the learners, given the lack of experience in information and communications technology usage and inadequate infrastructure to support e-learning. Research limitations/implications: A major limitation of the study is the inability to investigate the challenges facing students in using e-learning tools due to the unavailability of access to students during the lockdown. However, the limitations create opportunities for further studies into the subject matter. Originality/value: The study is timely given that HEIs in Nigeria and some other countries in Africa are yet to adopt blended teaching methods. Literature reveals that most HEIs in Nigeria are using only brick and mortar mode of teaching despite the benefit of blended learning in a pandemic situation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01