Session Number
P223
Keywords
m-learning, e-learning, online learning, motivation, University of Ilorin, Nigeria
Description
The use of blackberries, laptops, PDAs, blogs, CBT, Blackboard, emailing, online discussion forums, SMS, virtual classrooms, social media, Web 2.0 applications and virtual games, etc have continued to grow rapidly in Nigeria. From observation, use of these ICT tools have transformed learning and impacted on learners and staff in developed countries and continue to do so. The investigations from extant literature have shown that e-learning and m-learning support a variety of instructional delivery: sharing of resources, collaborative learning, problem-based and inquiry-based learning, and reflective learning. It is also rife in literature that students gain transferable skills of team working, negotiation, communication and managing digital identities, etc but how generalizable are these in the context of students in Nigeria? Key research questions will be: What e-learning/m-learning resources are the students making use of? What are the patterns of use? What do students identify as affecting their motivation? Can these be attributed to use of e-learning and m-learning? What are the activities of students’ e-learning/m-learning usage?
This study investigated users’ (students) acceptance and understanding of e-learning and m-learning resources and how these can affect motivation by gathering evidence on a broad range of learners’ experiences.
A quantitative method using survey approach was adopted to carry out the study at a tertiary institution (University of Ilorin). Questionnaire was used for data collection. The findings from the study provide opportunity possibly to rethink traditional roles and responsibilities of staff, faculty and students. Students were motivated by e-learning. In addition, the study showed that students’ technical skills and e-learning/m-learning infrastructure they have access to are not adequate to meet e-learning/m-learning requirements. Students should be trained and equipped to use e-learning/m-learning resources to complement traditional face to face teaching.
The study recommends amongst others, provision of access to e-learning and m-learning tools, application of the tools to motivate students in their learning.
Student's e-Learning/m-Learning Experiences and Impact on Motivation in Nigeria
The use of blackberries, laptops, PDAs, blogs, CBT, Blackboard, emailing, online discussion forums, SMS, virtual classrooms, social media, Web 2.0 applications and virtual games, etc have continued to grow rapidly in Nigeria. From observation, use of these ICT tools have transformed learning and impacted on learners and staff in developed countries and continue to do so. The investigations from extant literature have shown that e-learning and m-learning support a variety of instructional delivery: sharing of resources, collaborative learning, problem-based and inquiry-based learning, and reflective learning. It is also rife in literature that students gain transferable skills of team working, negotiation, communication and managing digital identities, etc but how generalizable are these in the context of students in Nigeria? Key research questions will be: What e-learning/m-learning resources are the students making use of? What are the patterns of use? What do students identify as affecting their motivation? Can these be attributed to use of e-learning and m-learning? What are the activities of students’ e-learning/m-learning usage?
This study investigated users’ (students) acceptance and understanding of e-learning and m-learning resources and how these can affect motivation by gathering evidence on a broad range of learners’ experiences.
A quantitative method using survey approach was adopted to carry out the study at a tertiary institution (University of Ilorin). Questionnaire was used for data collection. The findings from the study provide opportunity possibly to rethink traditional roles and responsibilities of staff, faculty and students. Students were motivated by e-learning. In addition, the study showed that students’ technical skills and e-learning/m-learning infrastructure they have access to are not adequate to meet e-learning/m-learning requirements. Students should be trained and equipped to use e-learning/m-learning resources to complement traditional face to face teaching.
The study recommends amongst others, provision of access to e-learning and m-learning tools, application of the tools to motivate students in their learning.