COMPLETE PROJECT-ASSESSMENT OF AVAILABILITY AND UTILIZATION OF E-LEARNING TECHNOLOGIES IN BUSINESS EDUCATION PROGRAMME IN TERTIARY INSTITUTIONS

ABSTRACT

The study examined the availability and utilization of e-learning technologies in business education programmes in tertiary institutions in Delta State, Nigeria. The study specifically sought to determine the extent to which e-learning technologies are available and utilized, identify the major constraints affecting their use, and suggest strategies for improving both availability and utilization. A descriptive survey research design was adopted for the study. The population comprised business education lecturers and students in universities, polytechnics, and colleges of education in Delta State. A sample of 200 respondents was selected using stratified random sampling. Data were collected through a structured questionnaire titled E-Learning Technologies Availability and Utilization Questionnaire (ELTAUQ) and analyzed using mean, standard deviation, and Analysis of Variance (ANOVA). The findings revealed that e-learning technologies such as computers, internet facilities, and multimedia projectors are only moderately available and utilized in business education programmes across tertiary institutions in Delta State. Major constraints identified include inadequate funding, poor internet connectivity, irregular power supply, and limited ICT competence among lecturers and students. The study recommended increased funding, public-private partnerships, regular ICT training workshops, and effective institutional ICT policies to enhance e-learning integration. The study concluded that improved availability and effective utilization of e-learning technologies would significantly enhance teaching and learning in business education, equipping students with relevant digital skills for the 21st-century workplace.

CHAPTER ONE

INTRODUCTION

• Background to the Study

Business education has been described as education for and about business (Okwuanaso & Nwazor, 2000; Nwosu, 2003). It provides knowledge and competencies required to function effectively in business and economic life. Business education is both pedagogical and practical, offering learners the attitudes, concepts, skills, and knowledge needed for personal and vocational use, whether as administrators, managers, or teachers. According to Chukwu and Ishiaku (2004, as cited in Olumese, 2007), business education is a comprehensive discipline encompassing the knowledge, attitudes, and skills required for managing personal and public economic systems, as well as for career entry and advancement. Achieving these objectives requires the use of modern technology in teaching and learning.

The introduction of Information and Communication Technology (ICT) has transformed pedagogical approaches in education, including business education. Akudulu (2006) observed that ICT has led to new educational objectives that require innovation in content, methodology, and assessment strategies. According to Omolade (2003, as cited in Olumese, 2008), business education can be taught through formal, non-formal, and informal education, all of which can utilize ICT tools such as computers, teleconferencing, video conferencing, email, cyberspace, and the internet. Other technologies include hypertext, videotext, satellite communication, and interactive television systems (Akinpelu, Adewale, & Otunla, 1999).

E-learning, which can be described as a “virtual classroom,” represents one of the key innovations of ICT in education. Edigbo (2004) defined e-learning as a situation where students and instructors interact online through digital platforms. Participants enroll via email, receive materials electronically, and submit assignments online—thereby engaging in a digital learning process. According to Wikipedia (2010), e-learning involves the use of electronic media and ICT in education. It includes multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), web-based training (WBT), and virtual learning environments (VLEs).

Integrating e-learning into business education could yield numerous benefits. It provides access to current information, supports professional development (Ile & Okoli, 2003), and promotes innovation through curriculum design and instructional resource development. Furthermore, it enhances student engagement, fosters lifelong learning, and motivates both teachers and learners to undertake research and knowledge advancement.

At the tertiary level, education is regarded as the apex of the educational pyramid and a critical pillar of human capital development (World Bank, 2002). Tertiary education provides lifelong learning and produces skilled personnel such as teachers, administrators, engineers, and entrepreneurs (Aduwa-Ogiegbaen & Imogie, 2005). In this digital age, tertiary institutions are expected to leverage e-learning technologies to enhance instruction, promote global competitiveness, and achieve the Sustainable Development Goals (SDGs) related to education.

Despite governmental and non-governmental efforts to promote ICT in Nigerian tertiary institutions, the level of e-learning adoption remains low. Challenges such as inadequate funding, poor electricity supply, high cost of ICT equipment, lack of qualified personnel, and resistance to change impede full utilization. Consequently, business education programmes are not maximizing the potential of e-learning for teaching and learning. This situation creates a gap between the skills acquired by students and those demanded in the modern digital workplace.

Therefore, this study seeks to assess the availability and utilization of e-learning technologies in business education programmes in tertiary institutions in Delta State, Nigeria, with the goal of identifying challenges and recommending strategies for improvement.

1.2. Statement of the Problem

The world has become a global village due to advances in technology and the spread of ICT. E-learning has revolutionized education in developed countries by providing flexible, interactive, and learner-centered instruction. However, in Nigeria, especially in tertiary institutions, the adoption of e-learning technologies in business education remains limited. While ICT provides opportunities for distance learning, online collaboration, and self-paced study, many tertiary institutions in Delta State lack adequate e-learning infrastructure and skilled personnel to implement it effectively.

Furthermore, many business educators and students have limited competency in the use of e-learning tools for teaching and learning. This results in traditional, teacher-centered pedagogies that fail to equip students with 21st-century digital and professional skills. Employers increasingly express dissatisfaction with the competencies of business education graduates, particularly in ICT and e-learning proficiency, which reduces their employability and self-sustainability.

This situation raises concern about the extent of availability and utilization of e-learning technologies in business education programmes in tertiary institutions in Delta State. There is a need to investigate existing e-learning infrastructure, identify challenges affecting its use, and propose strategies to enhance its adoption for effective teaching and learning in business education.

1.3. Purpose of the Study

The main purpose of this study is to investigate the availability and utilization of e-learning technologies in the teaching and learning of business education programmes in tertiary institutions in Delta State. Specifically, the study seeks to:

1. Determine the extent to which e-learning technologies are available for use in business education programmes in tertiary institutions in Delta State.
2. Determine the extent to which e-learning technologies are utilized in business education programmes in tertiary institutions in Delta State.
3. Identify the major problems and constraints hindering the use of e-learning technologies in business education programmes in tertiary institutions in Delta State.
4. Determine strategies for improving the availability of e-learning technologies for teaching and learning business education in tertiary institutions in Delta State.
5. Determine strategies for enhancing the utilization of e-learning technologies in business education programmes in tertiary institutions in Delta State.

1.4. Research Questions

The following research questions will guide the study:

1. To what extent are e-learning technologies available in business education programmes in tertiary institutions in Delta State?
2. To what extent are e-learning technologies utilized in business education programmes in tertiary institutions in Delta State?
3. What are the major constraints affecting the use of e-learning technologies in business education programmes in tertiary institutions in Delta State?
4. What strategies can improve the availability of e-learning technologies in business education programmes in tertiary institutions in Delta State?
5. What strategies can improve the utilization of e-learning technologies in business education programmes in tertiary institutions in Delta State?

1.5. Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

• H₀₁: There is no significant difference in the mean ratings of business educators in universities, polytechnics, and colleges of education on the extent of availability of e-learning technologies for business education in tertiary institutions in Delta State.

1.6. Significance of the Study

The findings of this study will benefit business educators, students, curriculum planners, administrators, and policymakers.

• Business educators will gain insights into modern e-learning tools and develop competencies for effective instructional delivery.
• Students will benefit through improved engagement, flexibility, and digital literacy skills relevant to the world of work.
• Curriculum planners will be informed on the need to integrate ICT and e-learning into business education curricula to meet global standards.
• Administrators will appreciate the importance of investing in e-learning infrastructure and staff training to improve institutional performance.
• The general public, including employers, alumni, and parents, will benefit from improved graduate quality and employability in a technology-driven economy.

1.7. Scope of the Study

This study focuses on the assessment of the availability and utilization of e-learning technologies in the business education programmes of tertiary institutions in Delta State. The institutions involved include universities and colleges of education offering business education. The study will examine the extent of availability, level of utilization, major challenges, and possible strategies for improving the integration of e-learning technologies into teaching and learning in business education.

1.8. Operational Definition of Terms

Availability: In this study, availability refers to the presence or accessibility of e-learning technologies, facilities, or infrastructure—such as computers, internet access, multimedia projectors, and online learning platforms—provided in tertiary institutions for the teaching and learning of business education.

Utilization: Utilization refers to the extent to which e-learning technologies are actually used by business educators and students in teaching and learning activities. It involves the frequency, purpose, and effectiveness of applying available technological tools in instructional delivery.

E-Learning Technologies: E-learning technologies in this study include electronic devices, software, and online resources used for teaching and learning. These include computers, learning management systems (LMS), internet connectivity, interactive whiteboards, educational software, projectors, and digital communication tools such as email, video conferencing, and virtual classrooms.

Business Education: Business education refers to an academic programme offered in tertiary institutions that provides students with knowledge, skills, and attitudes necessary for understanding and participating effectively in business and economic activities. It includes areas such as accounting, office technology, management, and marketing.

Tertiary Institutions: Tertiary institutions refer to higher education institutions such as universities and colleges of education in Delta State that offer degree or diploma programmes in business education.

Information and Communication Technology (ICT): ICT refers to all digital tools and resources—such as computers, internet networks, and communication software—used to process, store, retrieve, and share information for educational purposes.

Pedagogical Application: This term refers to the way teachers apply or integrate e-learning technologies into instructional processes to facilitate effective teaching and learning in business education.

Constraints: Constraints refer to the challenges or barriers that hinder the effective availability or utilization of e-learning technologies. These may include inadequate funding, poor internet connectivity, irregular electricity supply, lack of technical support, and insufficient staff training.

Strategies: Strategies are the proposed methods, plans, or actions designed to improve the availability and utilization of e-learning technologies in the teaching and learning of business education in tertiary institutions.