An e-readiness assessment of Nigeria's premier university (part 1)

Information and Knowledge Management, 2013

This paper presents a study conducted to investigate the impact of e-readiness on educational development among undergraduate students of the selected private universities in Nigeria using a comparative analysis. The Universities surveyed includes: JABU, LCU, ACU and OUI. The study employed both descriptive and parametric statistical analysis through the use of cross tabulation, bivariate analysis and chi square respectively to establish the above relationship. It also used Cronbach's alpha coefficient to test for validity and reliability of the instrument employed. The results revealed that not all the undergraduates had easy access to computer and internet facilities. This is as a result of infrastructural deficiencies prevalence in the universities under consideration and as such depicts a negative impact on educational development among the undergraduates surveyed and Nigerian higher institution students at large. The result also showed that gender has a significant positive effect (r = 0.352; p< 0.001) on accessibility to internet. From the foregoing the study recommends that there is need for gender balance which can be achieved by gender sensitivity strategies so as to promote pedagogical use of internet. The study further recommends that stake holders like; government, proprietors, and non-governmental organizations(NGO) should invest more on the provision of infrastructural facilities and capacities in order to create opportunity for educational development and enhance the e-readiness of the private universities at large for sustainable development in Nigeria.

2004

The increasing use of the Internet worldwide has experienced an explosion throughout recent years and is responsible for enormous changes not only in the developed countries but having its repercussions on the developing nations including Ghana. Given the instrumental role that ICT plays in development, growing emphasis is being placed upon educational institutions as students, employers and governments look at the economic, demographic and technological environments of the present, expecting them to have the answers for the future. The impact of ICTs in the educational sector could be felt in the changing pedagogies of teaching, leading to more interactive learning process. Many institutions are turning to these technologies for some of these answers.

Education and Information Technologies, 2019

This paper examined the opinions of academic staff of the University of Ibadan Nigeria regarding the preparedness of stakeholders of e-learning in Nigeria for fruitful elearning experience and action in Nigerian universities. Data was collected from 240 lecturers using a questionnaire. The lecturers considered e-learning as an add-on, as they expressed inability to integrate e-learning into their present task and do not even have the time to do so. Lecturers' assessment of e-readiness of students indicated that the lecturers were undecided on whether the students actually know what e-learning is, and have sufficient IT and web skills required to drive e-learning. However, lecturers have confidence in the IT capacity of their institutions and their IT staff regarding elearning. Students' readiness and human resources readiness were not significant factors influencing lecturers' opinions about readiness of Nigerian universities towards the adoption of e-learning. But public/society readiness, financial readiness, training readiness, ICT-equipment readiness, and e-learning material/contents readiness were significant influencers on readiness of Nigerian universities towards the adoption of elearning.

International Journal of Managerial Studies and Research, 2017

E-readiness is an essential element in the advancement of ICT in higher education.It helps us to understand the ability of higher education institutions to tap into the benefits of the digital age. Studies on ereadiness accession have been focused solely on technology. The people, process and technology nexus is integral in harnessing the opportunities of existing and emerging technology solutions. This study reviews the traditional approaches to e-readiness assessment in higher education and proposes a novel e-readiness assessment model for higher education institutions. The people, process and technology nexus and service quality nutshell are used as the basis for the assessment e-readiness accession. A survey of 5 universities has been carried out. Data has been analyzed using descriptive statistics and bivariate correlation. The e-readiness accession on people, process and technology (ERA PPT) nexus is very significantly and positively correlated with the e-readiness accession on service quality (ERA SQ) nutshell with r=0.811 (p<0.001). The ERA PPT has a very significant positive correlation with the observed overall e-readiness accession index for the institutions surveyed with r=0.971 (p<0.001). ERA SQ on the other hand is also very significantly positively correlated with the observed overall e-readiness accession index for the institutions surveyed with r=0.933 (p<0.001).

International Journal of Advanced Research (IJAR), 2019

E-Readiness plays a crucial role in the success of E-Learning initiatives with greater reason it should be conducted in an extensive approach for Higher Education Institutions to reap the benefits E-Learning has to offer. This study explored the e-readiness of two State Universities in Luzon to provide significant information to the academic community. Data were gathered from faculty and students with the use of an E-Learning Readiness Tool. The findings related to readiness of teachers and students are discussed. Furthermore, barriers to e-learning manifested in the results and necessary actions to address these were recommended for managers.

2014

In order to benefit from eLearning, institutions should conduct considerable up-front analysis to assess their eLearning readiness. Studies show that there are numerous models that have been developed, however, they are used in developed counties whose eReadiness is high hence not applicable in developing countries. This paper includes a model that has been developed to assess eLearning readiness of lecturers from institutions of higher learning in Kenya. It investigates the eLearning readiness of lecturers from the University of Nairobi, and the objective was to carry out a diagnostic eLearning readiness assessment of lecturers and determine the factors that influence eLearning readiness. The questionnaires were administered to the lecturers. The results obtained indicate that an overwhelming majority are ready. In addition, the study results show that there is no significant relationship between age, gender, and level of education on eLearning readiness. The study results indicate...

2014

In today’s knowledge-driven society and information economy, there is general consensus that higher education requires emphasis on lifelong learning and flexible forms of teaching. This expectation has heightened the initiatives of Higher Education Institutions (HEI) worldwide to adopt e-learning technologies in an effort to overcome deficits in education and improve pedagogy. Universities in Sudan are not exempted from recognizing this technological trend. However, although the need to implement e-learning is critical, there is also a need to realize that the process of implementing e-learning in an institutional setting and inserting it into the educational context of a university is a complicated endeavor; one which is not only costly but also presents a lot of challenges. In order to ensure a higher rate of success, it is imperative for universities to first conduct initial assessments to identify their level of organizational readiness and help determine how best they can imple...

E-learning readiness is an important part of distance education as it is conceivably related to the success of e-learning initiatives. Policy makers and regulatory bodies have to be cognizant of the degree of e-readiness of a populace in order to design and implement efficient e-learning programs. The purpose of this paper is to present a mapping of the evolution of Patuakhali science and technology University e-Readiness assessments. The mapping highlights underlying assumptions and frames a set of recommendations for new Primary indicators to strengthen e-Readiness indices. This paper is ready based on primary data and analyze with SPSS Software. It highlights the evolutionary character of the e-Readiness assessment efforts and provides new insight for the authority of Patuakhali science and Technology University that rely on the assessments for decision making and planning. The university’s e-Readiness assessments serve as a widely used point of reference for the university administrators and researchers. This study provides them with new understanding of the evolution of perspectives which frame and the tools used to assess e-Readiness. Practically, the study highlights the salient factors behind implementation of ICT initiatives in PSTU. Lastly, the study recommends that a further study be done that would include students from other academic years and all university staff may be included to achieve statistical significance and representativeness. Keyword: e-readiness, Patuakhali science and Technology University, ICT.

2016

My academic supervisor, Dr. K. J. Bwalya, for his guidance and patience in reading through my work and making corrections from the beginning to the end. His counselling and high academic distinction in the way he handled the stewardship of this work are highly appreciated I would also like to thank Dr. B. Jorosi and Dr. P. M. Sebina for the insights and help they gave me in the preliminary stages of my research. My thanks to Mr. C. Banda and Mr. R. Mgawi for finding time in providing advice and reading through my draft at one time or the other. My family and friends for their assistance, understanding and support. The respondents of my research; without their willingness to reply and provide invaluable research information, this study would have been incomplete. My research assistant Mr. C. Mukupa for assisting me in administering the questionnaires. Lastly but equally important, the Almighty God for his love, guidance and strength, without which I could not have completed the assignment. iii DEDICATION I dedicate this work to all my family members for their sacrifice, support and encouragement for me to continue working hard while pursuing my studies. God Bless you all.

International Journal of Information and Communication Technology Education, 2019

Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers&#39; e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.