CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

There is growing need for knowledge in Nigeria that looking at the future of education is

important and necessary in order to better grasp the opportunities that will arise as societies

move towards an increasingly digitalized, networked and knowledge-based society. The

relevance of education to the growth and development of any nation cannot be over emphasized.

Education is so crucial to economic growth that any nation that genuinely hopes to develop must

vehemently and consistently appropriate a large part of the budget to developing its educational

sector. This is because without education, no nation would attain meaningful economic and

socio-political development.

According to Johnson (2010), Education is the process of acquiring knowledge. It can also be

referred to as form of learning in which the knowledge, skills, values, beliefs, habit of individual

or group of people are transferred from one generation to the next generation through

storytelling, discussion, teaching, training and research. One of the most revolutionary

technologies that have affected many facets of our lives, including education is the personal

computer. Computers are versatile tools that can relate to many aspects of life, from

communication, research to problem solving. This versatility makes computer technology a

useful tool in teaching and learning.

The use of Information and Communication Technology (ICT) has been recorded relevant in

many countries and now most individuals go into understanding and mastering the basic skills in

Information Communication Technology, as a cone of educational programs along with reading,

writing and numerically. The emergence of computer technology gave rise to the term e-

learning. The fast development of information systems and the Internet technology not only

makes a lot of progress in multi-media and the Internet industry, but it also affects innovation in

the educational learning style. Because of technology development, e-learning will develop a

particular learning style. Learner and educator will confront new teaching and learning methods

(Hong-Min, Wan-Ju, and Shu-Fen, 2014).

The fast development of information systems and the Internet technology not only makes a lot of

progress in multi-media and the Internet industry, but it also affects innovation in the educational

learning style. Because of technology development, e-learning will develop a particular learning

style. Learner and educator will confront new teaching and learning methods. E-learning is a

technology that makes information available to educators, learners, researchers, etc. irrespective

of the distance. It is also the technology that enables one acquire education even without a

physical teacher. It is a set of application and processes that uses computer technology

components such as Internet, CD-ROM, DVD, video player, tape recorder e.t.c to deliver

vocational education and training. It is also known as on-line learning. Computer Technology

plays a vital role in enhancing teaching and learning through e-learning. Students can stay in a

home computer and receive lectures, do examination and receive your result on-line.
E-learning includes several types of media that help in delivering text, audio, processes such as

audio or video tape, satellite TV, CD-ROM, and the computer-based learning, as well as local

intranet/extranet and web-based learning, (Oluwadare, 2016). It is a learning system based

formalized teaching which is carried out with the help of electronic resources or devices.

However, E-learning can take place in or out of the classroom setting. It can be self-paced,

asynchronous learning or could be instructor-led, can also be synchronous learning. E-learning is

suited to distance learning and flexible learning, but it can also be used in conjunction with face-

to-face teaching. E-learning includes the items such as technology-enhanced learning (TEL),

computer-based instruction (CBI), computer managed instruction, computer-based training

(CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based

training (IBT), flexible learning, web-based training (WBT), online education, virtual education,

virtual learning environment (VLE), mobile-learning, and digital education, (Oluwadare, 2016).

These alternative names individually emphasize a particular digitization approach, component or

delivery method, but conflate to the broad domain of e-learning. For example, mobile learning

emphasizes on mobility, but is otherwise indistinguishable in principle from e-learning.

The adoption of e-learning and its tools has tremendously developed in higher institutions around

the globe. These e-learning tools ranges from blogs, wikis, instant messengers, social networks,

podcast, blackboards,twitter, goggle earth and so forth. The rate at which institutions are looking

into e-learning tools are increasing rapidly everyday but yet, there are many researchers and

practitioners who have lacked in identifying the suitable research validated framework.
It is widely believed that the study of geography is very important to the economic, scientific and

political development of any nation. It is a subject in which all students are expected to study and

have a firsthand knowledge in at a certain point of their lives. The principles of geographers also

known as five themes are used to explain and define where people live and why: the first being

location which means a specific and relative spot. Second one is place, a place distinguishes

different cultures and broader areas. Thirdly, relationships within a place in order words, how

humans interact with what is around them. The fourth one is movement of people from one place

to another and lastly regions which is being identified by cultures and topography. The above

listed principles by geographers aids learners to know about the study and helps in dealing with

the apprehension and anxiety encountered by students in the subject.

Attitude towards Geography denote interest or feeling towards studying Geography. It is the

disposition of an individual towards liking or disliking the study of Geography. Geography as a

subject has been known to be an abstract subject for so many students, due to this reason many

students tends to overlook the importance of studying Geography. In an attempt to improve the

performance in Geography, many studies have been done and various recommendations made.

Explanations for poor performance in Geography in Nigeria, students’ attitude and

characteristics, teacher quality and perception, availability and use of textbooks, student entry

behavior and so on. Geography is widely regarded as one of the important subjects because it

shapes the mind and prepares students for pure and social sciences. For this reason, it is

important that all students have opportunities and necessary support to learn Geography in depth

and with understanding.

In Nigeria, geography should be made a compulsory subject up to the secondary school level.

But normally we see that students have a fear and nonchalant attitude towards the subject

geography. They are unable to understand the basic concepts of geography and their techniques

due to various reasons. Hence, for common students geography becomes a tougher subject and

consequently, they try to avoid it. Moreover, most of the geography teacher really don’t know

the best of delivering the knowledge to the learners.

This study aims at evaluating the level of Awareness of University students in Geography

education towards the utilization of selected e-learning tools such as Google docs, search

engines, instant messaging, YouTube, Microsoft office suite, Facebook, Google drive, twitter,

goggle earth and email in and out campus-based classrooms, the use of e-learning tools for

learning geography among university students especially those in education department and how

it can help solve some problems related to geography.

1.2 Statement of the problem

E-learning is a process which involves the use of computer and networking simultaneously for

learning. It is one of the most important learning environment in the information era. In Iran and

most developed countries, most Universities are extensively using this technology, unfortunately

the e-learning in Nigeria has not developed due to a number of factors which ranges from mass

awareness, low computer literacy level and cost (Oye et al. 2009).
Abdulrasheed in 2005, conducted a research on the readiness of undergraduates toward e-

learning in University of Ibadan, Nigeria. The study revealed that students were ready to use e-

learning effectively but not for learning but majorly for social interaction. Most of the

undergraduates depend on the information given by their lecturers, and this is a problem because

undergraduates are meant to learn and study on their own pace even going ahead of their

lecturers so as to be educationally independent and to acquire more knowledge of the course

contents. The study on the Awareness and Utilization of e-learning for learning Geography have

not been widely and basically researched into, hence the researcher intends to fill this gap in

relation to educational processes in higher institutions in Nigeria, most especially those in

Geography Education.

1.3 Aim and Objectives of the Study

1.3.1. Aim

The main purpose of this study is to investigate the Awareness and utilization of e-learning tools

for learning geography among undergraduate students of geography education, in Federal

University of Technology, Minna, Niger state.

1.3.2 Objectives of the study

The above aim will be achieved through the following objectives:

1 to find out the level to which undergraduate students in Geography Education access the

e-learning tools.
 2 to ascertain Geography education students’ Awareness of e-learning tools in the

University.

3 to examine the Utilization of e-learning tools for learning Geography among Geography

education students’ in the institution.

1.4 Research questions

The following research questions were attempted in the cause of the study:

1 What is the level of accessibility of e-learning content by undergraduate students’ in

Geography education?

2 To what extent is the Awareness of e-learning tools among the undergraduate students’ of

Geography education?

3 How adapted are the students with the utilization of e-learning among undergraduate

students’ of Geography education?

1.5 Scope of the study

The study was geographically limited to the confines of Federal University of

Technology Minna. It focused on finding out the level of Awareness and Utilization of e-
 learning tools for learning Geography among undergraduate students of Geography

education in Federal University of Technology Minna, Niger state, as well as ascertaining

Geography education students’ Awareness of e-learning tools in the University.

Examination of e-learning tools Utilization for learning Geography among Geography

education students’ in the institution equally falls within the scope of the research.

1.6 Significance of the Study

The study could be of great benefit to teachers, students, school managers, policy makers,

parents and also for the future researchers. The recent generations of undergraduate students

studying geography education in Universities are digital natives who have been raised techno-

centric world where technologies play important roles in human life and where new innovations

are quickly assimilated. An E-learning tool has become an essential gadget in the current system

of education in higher institutions.

The teachers will benefit from this study in a way that the can also gain from the importance and

Awareness of e-learning, the uses can help them to understand the best way to stimulate the

interest of their students and how to inculcate ideas they are willing to pass to their students.

The learners are given the opportunity to select the amount of content, level, and the pace of

learning with high level of freedom and are given total domination over their own learning

improvement and can follow a more individualized method by repeating or skipping sections and

by following subject regardless of the order in which information has been physically arranged.
The introduction of new technologies and the utilization of e-learning in teaching and learning

process are of great help to the society as it introduces digital technology into the educational

system to which it increases the quality and educational system of education. It also gives an

opportunity to enhance and advance learning as to develop environments where students and

teachers can exchange knowledge together. However, there is need for students to develop

positive attitude to incorporating e-learning in Education.

The outcome of this study could find an effective method in changing the perception of

undergraduates on e-learning and also develop the right attitude toward the utilization of its

resources. This study would be beneficial to teaching processes and research activities in

Nigerian universities and in area of E-learning. It would be of benefits to the government,

curriculum developers, school administrators, lecturers and students.

Since education is a lifelong process, this study could be of great benefit to parents, they could

learn more, find good connectivity with their children and the schools which they attend. E-

learning poses great advantage to the traditional ways parents get engaged with the activities of

their kids. This gives them the insight to technological advancements and how to meet up to the

educational standards of their kids.

Government officials like ministry of education would benefit from the results of this study when

completed. Government knowing the impact of E-learning on teaching among universities in

Nigeria will be able to make necessary provisions to enhance the utilization of E-learning in

Nigeria universities. Curriculum developer for universities education would benefit from the
results of this study. It will sensitize the policy makers to go back to drawing board and re-plan

ICTs policy in relation to E-learning in education to influence government in the area of

infrastructural provision.

1.7 Operational Definition

E-learning: a learning system based on formalized teaching and learning but with the help of

electronic resources.

Web-based learning: is one way to learn, using web-based technologies or tools in a learning

process.

On-line learning: the ability to read, study and learn through the internet.

Awareness: facts, information and skills acquired through experience or education.

Utilization: the action of making practical and effective use of something.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter contains relevant literatures on the awareness and utilization of e-learning tools for

learning Geography among undergraduate students of geography education. The literature is

reviewed and discussed under the following 3 sub-headings: Conceptual Framework,

Theoretical Framework and Empirical Study followed by Summary of the reviewed literature.

2.1 Conceptual framework

2.1.1 Meaning and nature of E-learning in tertiary institutions

E-learning is defined as acquisition of knowledge and skill using electronic technologies such as

computer and Internet-based courseware at local and wide area networks. Technology-based e-

learning encompasses the use of the internet and other important technologies to produce

materials for learning and teaching in organization, (Duong, 2016). E-learning short for

electronic learning is the use of computer devices and its software for the purpose of learning. E-

learning refers to the use of Internet technologies to deliver a broad array of solutions that

enhance knowledge and performance. According to Jethro, Grace and Thomas (2012), E-

learning can be viewed as computer assisted learning, or as a pedagogy for student centered and

collaborative learning. Early developments in e-learning focused on computer assisted learning,

where part or all of the learning content is delivered digitally.

More recently the pedagogical dimension of e-learning has become prominent. E-learning

comprises all forms of electronically supported learning and teaching. The information and
communication systems, whether networked learning or not, serve as specific media to

implement the learning process. We can see that e-learning aids effective learning in education

and other part of science, art and technology. E-learning according to (Oluwadare, 2016) can be

defined as a learning process created by interaction with digitally delivered content, network-

based services and tutoring support. E learning is any technologically mediated learning using

computers whether from a distance or in face to face classroom setting (computer assisted

learning), it is a shift from traditional education or training to ICT-based personalized, flexible,

individualized, self-organized, self-paced collaborative learning based on a community of

learners, teachers, facilitators and experts.

E-learning is also called Web-based learning, online learning, distributed learning, computer-

assisted instruction, or Internet-based learning. Historically, there have been two common e-

learning modes: distance learning and computer assisted instruction. Distance learning uses

information technologies to deliver instruction to learners who are at remote locations from a

central site. Computer assisted instruction (also called computer-based learning and computer

based training) uses computers to aid in the delivery of stand-alone multimedia packages for

learning and teaching, (Jethro, Grace & Thomas, 2012).

E-learning comes in two modes which is either synchronous or asynchronous. Synchronous

learning occurs in real-time, with all participants interacting at the same time to work, while

asynchronous learning which does not occur in real time is self-paced and allows participants to

engage in the exchange of ideas or information without the dependency of other participants′
involvement at the same time, (Nagy, 2005; Oluwadare, 2016). Synchronous learning refers to

the exchange of ideas and information with one or more participants during the same period of

time. Examples are face-to-face interactions, online real-time live teacher instruction and

feedback, Skype conversations, and chat rooms or virtual classrooms where everyone is online

and working collaboratively at the same time. Asynchronous learning can use technologies such

as emails, blogs, wikis, and discussion boards to engage the students in learning by dropping

information and learning material in which the students go through and drop necessary questions

at their own time. Asynchronous learning also uses technologies like web-supported textbooks,

hypertext documents, audio video courses, and social networking using web 2.0. At the

professional educational level, training may include virtual operating rooms.

Asynchronous learning is particularly beneficial for students who have health problems or have

child care responsibilities and regularly leaving the home to attend lectures is difficult, (Stephen,

2007; Oluwadare, 2016). They have the opportunity to complete their work in a low stress

environment and within a more flexible timeframe. In asynchronous online courses, students

proceed at their own pace. If they need to listen to a lecture a second time, or think about a

question for a while, they may do so without fearing that they will hold back the rest of the class.

In practice, a "virtual education course" refers to any instructional course in which all, or at least a

significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a

Course that is not taught in a classroom face-to-face but through a substitute mode that can

conceptually be associated "virtually" with classroom teaching, which means that people do not
have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of

distance learning in which course content is delivered by various methods such as course

management applications, multimedia resources, learning management system and

videoconferencing.

Students and instructors communicate via these technologies. (Johnson, 2010), Development in

internet and multimedia technologies are the basic enabler of e-learning, with consulting, content,

technologies, services and support being identified as the five key sectors of the e-learning

industry. Information and communication technologies (ICT) are used extensively by young

people.

A Course Management System (CMS) is a web-based system with a database back-end.

A CMS assists lecturers in obtaining resources on the web for students and to facilitate

the management of course activities and tasks . Some of common e-learning systems available

are Web Board, Web CT, and Blackboard; from the open source there are: MOODLE, and Sakai

(Guglielmino, 2010). A study conducted by the University of Queensland (UQ)

demonstrates that one of the most common successful strategy in teaching large classes

is the use of web-based course material (e.g., course website, online resources, discussion

boards etc.) and use of mixed media in lectures (e.g., power point, overhead, etc.).

Nowadays, use of online course management systems is widespread in education.

2.1.2 Awareness of E-learning in tertiary institutions

Students’ learning in tertiary institutions all over the world has undergone tremendous

transformations, especially since the advent of Information and Communication Technology

(ICT). There is a shift from the traditional approach of teacher directed/didactic to modern

method where computer technology plays a significant role. ICT has promoted learning and

made it more meaningful where students can stay even in their homes or classrooms and receive

lecturers without seeing the lecturer. The aspect of ICT that has brought about this revolution in

students’ learning is e-learning. It is known that this tremendous transformation happen mostly in

developed countries.

Students find it difficult to migrate from the traditional learning mode to the new e-learning

mode when they are not confident of handling the new learning. There are many factors that

affect the implementation of e-learning in our institutions. For institutions to implement this,

they must be aware that undergraduates will react differently to the change in style of learning,

they should aim to offer courses that touches specifically towards the different learning styles. In

failing to tackle these, the institutions run the risk to fail during e-learning implementation as e-

learning requires a very high level of self-motivation which most learners do not have.

Government, industry, education sector and society are identified as the key components in the

first level of e-learning readiness and implementations.

At the second stage, readiness is evaluated on the connectivity, the capability or a country’s

ability to deliver and consume e-learning, literacy rates, trends in training and educational
content and culture. Rosenberg focused on the concept of sustainability and proposed the

components of business readiness, changing nature of learning and e-learning, value of

instruction and information, role of change management, reinvention of training organizations to

support e-learning efforts, e-learning industry, and personal commitment, (Dowling et al 2010).

Stephen, (2007) as cited by Oluwadare, (2016) proposed the components of psychology,

sociology, environment, human resource, finance, technology, equipment, and content readiness.

Overall e-learning readiness is defined by six key components.

1 Financial Readiness: This refers to the budget allocation and investment for establishing a

robust e-learning setup.

2 Culture Readiness: This determines an organization's perceptions and cultural parameters

concerning the adoption and use of e-learning.

3 Human Resources Readiness: The human resource readiness refers to the availability and

set-up of the human support system. In this component, some parameters such as receptivity

and the prerequisites of humans to learn successfully in the new environment are defined.

4 Training Process Readiness: This refers to the ability of organizations to organize,

analyze, design, develop, implement and evaluate a concrete training program.

5 Business Readiness: The business readiness refers to the link between organizational

business priorities and characteristics, to e-learning efforts. Organizations operate in a highly

competitive environment where strategy, environment, and attention to internal problems

affect their viability and profitability.

 6 Technology Readiness focuses primarily on the technical infrastructure. Content

Readiness studies issues concerning e-learning content material such as interactivity,

reusability, interoperability, etc.

 The Awareness of e-learning and its immense benefits has encouraged and motivated

students to adopt e-learning. The presence of e-learning tools available to institutions

does not necessarily imply acceptability and integration in our schools. The level of

awareness of e-learning in Nigeria is not well known, but the usage of the internet is

something that cannot be hidden. Since e-learning is engaged with the internet,

networking and other tools available, we can say that the Awareness is partially or fully

established.

2.1.3 Utilization of E-learning among undergraduates

Effective e-Learning comes from using information and communication technologies (ICT) to
broaden educational opportunities and help students develop the skills they and their countries
need to thrive in the 21st century. While conclusive, longitudinal studies remain to be done, an
emerging body of evidence suggests that eLearning can deliver substantial positive effects:

1 Students are more engaged and able to develop 21st century skills.

2 Teachers have a more positive attitude toward their work and are able to provide more

personalized learning.

3 Family interaction and parental involvement may increase.

4 Communities benefit from bridging the digital divide. Economically disadvantaged

students and children with disabilities benefit particularly.

 5 Economic progress can result from direct job creation in the technology industry as well

as from developing a better educated workforce.

The Computer-supported collaborative learning (CSCL) use instructional methods designed to

encourage or require students to work together on learning tasks. CSCL is similar in concept to

the terminology, e-learning 2.0 and networked collaborative learning (NCL). Collaborative

learning is distinguishable from the traditional approach to instruction in which the instructor is

the principal source of knowledge and skills. For example, the neologism e-learning 1.0" refers

to the direct transfer method in computer-based learning and training systems (CBL). In contrast

to the linear delivery of content, often directly from the instructor's material, CSCL uses blogs,

wikis, and cloud-based document portals (such as Google Docs and Dropbox).

With the advancement of technological Web 2.0, sharing information between multiple people in

a network has become much easier and its use has increased. One of the main reasons for its

usage states that it is "a breeding ground for creative and engaging educational endeavors”.

Using Web 2.0 social tools in the classroom allows for students and teachers to work

collaboratively, discuss ideas, and promote information. Blogs, wikis, and social networking

skills are found to be significantly useful in the classroom. After initial instruction on using the

tools, students also reported an increase in knowledge and comfort level for using Web 2.0 tools.

The collaborative tools also prepare students with technology skills necessary in today's

workforce. Locus of control remains an important consideration in successful engagement of e-

learners. According to the work of Cassandra B. Whyte, the continuing attention to aspects of
motivation and success in regard to e-learning should be kept in context and concert with other

educational efforts. Information about motivational tendencies can help educators, psychologists,

and technologists develop insights to help students perform better academically.

E-learning 2.0, this is a type of computer-supported collaborative learning (CSCL) system that is

developed with the emergence of Web 2.0. From an e-learning 2.0 perspective, conventional e-

learning systems were based on instructional packets, which were delivered to students using

assignments. Assignments were evaluated by the teacher. In contrast, the new e-learning places

increased emphasis on social learning and use of social software such as blogs, wikis, podcasts

and virtual worlds such as Second Life. This phenomenon has also been referred to as Long Tail

Learning. E-learning 2.0, in contrast to e-learning systems not based on CSCL, assumes that

Awareness (as meaning and understanding) is socially constructed. Learning takes place through

conversations about content and grounded interaction about problems and actions. Advocates of

social learning claim that one of the best ways to learn something is to teach it to others.

E-learning is progressively being utilized by students who may not want to go to traditional

brick and mortar schools due to severe allergies or other medical issues, fear of school violence

and school discrimination and students whose parents would like to home school but do not feel

qualified. Online schools create a safe haven for students to receive a quality education while

almost completely avoiding these common problems, (Guglielmino, 2010). Online charter

schools also often are not limited by location, income level or class size in the way brick and

mortar charter schools are.

One of the most relevant barriers to the effective diffusion of e-learning concerns the cultural and

personal attitudes of teachers towards e-learning. It is important to understand the degree to

which a teacher believes that e-learning would be free of effort and enhance his or her teaching.

Research has shown that teachers’ perceptions and attitudes towards technologies influenced the

effective use of these technologies in teaching and learning. As schools incorporate elements of

e-Learning, they must look at factors that affect the performance of students. Studies reveal that

students who have prior experience of using information technology will generally be more

successful in e-learning environment than those who do not (Triaca et al, 2010).

2.1.4 Brief History and Concept of Geography and Geography Education

The study of Geography in our tertiary institutions cannot be overemphasized on because of its

grass root importance and impact of knowledge in which a student is expected to have to prepare

them in tackling some real life situations. Geography was first systematically studied by the

Greeks. The processes of learning geography are mostly abstract and we largely lack insights

into these processes. This is especially problematic when it comes to tertiary geography

education, which has been much less researched than primary and secondary geography

education. It is thus far from possible to clarify all relevant issues related to difficulties

encountered in the learning of geography education in Universities.

The number of students accepted to study geography education in Nigeria tertiary institutions has

risen dramatically in the last few years, as well as in large parts of the world. In a longer
Perspective, one could say that undergraduate geography was an elite education few years ago,

but today it is a mass education offered in almost every university in Nigeria. About 15% of each

age group study undergraduate geography, mainly as a service subject within programs in

technology, natural science, and computer science. A serious problem to those arranging

undergraduate courses in geography, and probably for many engaged in teaching geography at

any level and in any place in the world, is their inability to sufficiently help many students reach

a desired level of competence in the knowledge of geography.

Erastosthenes (276-194BC) according to Wikipedia is the first person to use the word

geographia. Geographia is a Greek word which litrally means “Earth-writing” that is the

description and writing of the earth. The histories of geography which have differed overtime

and between different cultures and political groups. In more recent developments, geography as

become a distinct academic discipline.

During the second half of the 19th and the 20th Century in the Western part of the world, the

discipline of geography went through four major phases: environmental; determinism, regional

geography, the quantitative revolution and critical geography.

Environmental determinism is the theory that a people’s physical, mental and moral habits are

directly due to the influence of the natural environment. For an instance, it is believed heat

makes the inhabitants of the tropics lazy. Carl Ritter and Ellen Churchill Temple are some of the

prominent environment determinists.

Regional geography was coined by a group of geographers known as possibilists and represented

a reaffirmation that the proper topic of geography was the study of places (region). In order

words, it means that geography mainly has to do with the area or region where a study is being

conducted. Some of the well-known name names are Alfred Hettner in Germany and Paul Vidal

de la Blache in France.

The quantitative revolution in Geography began in the 1950s. Geographers formulated

geographical theories and subjected the theories to empirical tests, usually using statistical

methods. The quantitative revolution laid the groundwork for the development of Geographic

information systems (GIS). Some of the prominent names are Waldo Tobler and William

Garrison.

Critical geography arose as a critique of positivism. Though positivist approach remain

important in geography, the first strain of critical geography to emerge was humanistic

geography. Drawing from the philosophies existentialism and phenomenology, humanistic

geographer such as YI-Fu Tuan focuses on people’s sene of relationship with places.

2.1.5 Educational Approach on E-Learning

The degree at which e-learning assists or replaces other learning and teaching approaches is

variable, ranging on a continuum from none to fully online distance learning. A variety of

descriptive terms have been employed (somewhat inconsistently) to categorize the extent to

which technology is used. For example, 'hybrid learning' or 'blended learning' may refer to

classroom aids and laptops, or may refer to approaches in which traditional classroom time is
reduced but not eliminated, and is replaced with some online learning (Guglielmino, 2010).

Distributed learning may describe either the e-learning component of a hybrid approach, or fully

online distance learning environments. Abdulrasheed in 2005, conducted a research on the

readiness of undergraduates toward e-learning in University of Ibadan, Nigeria. The study

revealed that students were ready to use e-learning effectively but not for learning but majorly

for social interaction.

Another scheme described the level of technological support as 'web enhanced', 'web

supplemented' and 'web dependent'.(Sloan Commission).Computer-based E-learning or training

(CBT) refers to self-paced learning activities delivered on a computer or handheld device such as

a tablet or smart phone. CBT often delivers content via CD-ROM, and typically presents content

in a linear fashion, much like reading an online book or manual. For this reason, CBT is often

used to teach static processes, such as using software or completing mathematical equations.

Computer-based training is conceptually similar to web-based training (WBT), the primary

difference being that WBTs are delivered via Internet using a web browser. Assessing learning in

a CBT is often by assessments that can be easily scored by a computer such as multiple choice

questions, drag-and-drop, radio button, simulation or other interactive means.

2.2 Theoretical framework

This study is based on two major theoretical ideas. The theory of connectivism and the theory of

online collaborative learning (OCL).

2.2.1 Connectivism theory

Connectivism as the integration of principles explored by chaos, network, and complexity and

self-organization theories where learning is a process that occurs within nebulous environments

of shifting core elements not entirely under the control of the individual. Learning (defined as

actionable knowledge) can reside outside of ourselves (within an organization or a database), is

focused on connecting specialized information sets, and the connections that enable us to learn

more and are more important than our current state of knowing (Picciano, 2017).

Connectivism as a theory is driven by the dynamic of information flow. Students need to

understand, and be provided with, experiences in navigating and recognizing oceans of

constantly shifting and evolving information. There are eight principles of connectivism;

1. Learning and knowledge rests in diversity of opinions.

2. Learning is a process of connecting specialized nodes or information sources.

3. Learning may reside in non-human appliances.

4. Capacity to know more is more critical than what is currently known.

5. Nurturing and maintaining connections is needed to facilitate continual learning.

6. Ability to see connections between fields, ideas, and concepts is a core skill.
 7. Currency (accurate, up-to-date Knowledge) is the intent of all connectivist learning

activities.

8. Decision making is itself a learning process. Choosing what to learn and the meaning

of incoming information is seen through the lens of a shifting reality. While there is a

right answer now, it may be wrong tomorrow due to alterations in the information climate

affecting the decision.

2.2.2 Online Collaborative Learning (OCL)

Online collaborative learning (OCL) is a theory proposed by Linda Harasim that focuses on the

facilities of the Internet to provide learning environments that foster collaboration and

Knowledge building. Harasim describes OCL as: a new theory of learning that focuses on

collaborative learning, Knowledge building, and Internet use as a means to reshape formal, non-

formal, and informal education for the Knowledge Age” (Harasim, 2012). Harasim sees the

benefits of moving teaching and learning to the Internet and largescale networked education. In

OCL, there exist three phases of Knowledge construction through discourse in a group:

1. Idea generating: the brainstorming phase, where divergent thoughts are gathered

2. Idea organizing: the phase where ideas are compared, analyzed, and categorized

through discussion and argument

 3. Intellectual convergence: the phase where intellectual synthesis and consensus occurs,

including agreeing to disagree, usually through an assignment, essay, or other joint piece

of work (Harasim, 2012).

OCL also derives from social constructivism, since students are encouraged to collaboratively

solve problems through discourse and where the teacher plays the role of facilitator as well as

learning community member. This is a major aspect of OCL but also of other constructivist

theories where the teacher is not necessarily separate and apart but rather, an active facilitator of,

Knowledge building. Because of the importance of the role of the teacher, OCL is not easy to

scale up. Unlike connectivism, which is suited for large-scale instruction, OCL is best situated in

smaller instructional environments. This last issue becomes increasingly important when seeking

commonality among online education theories.

2.3 Empirical studies

Oluwadare (2016), carried out a research on the awareness and use of e-learning in university of

Ilorin, it was clearly revealed that 57% of the undergraduates students own a personal computer

or laptop, 49% of them have access to personal computer in their various universities laboratory

and 31% in their Universities classroom. 64% have access to internet facilities for educational

use at home while 60% have access to internet facilities for educational use in University

laboratory. 53% of the respondents have access to internet facilities for educational use in

University classroom. 53% which is 106 respondents accept said that electricity is not a problem

as regard access to ICT on internet tools. From the above finding, it is clearly shown that
undergraduates have access to internet facilities and e-learning materials. It was revealed that

through e-learning, students can learn on their own pace. It is clearly revealed that

undergraduates are aware of e-learning and have the use for them.

Abdulrasheed in 2005, conducted a research on the readiness of undergraduates toward e-

learning in University of Ibadan, Nigeria. The study revealed that students were ready to use e-

learning effectively but not for learning but majorly for social interaction. It showed that student

have access to e-learning tools but lack its utility for the academic reasons. It also disclosed that

only 25% of the respondent indicated that undergraduates have access to e-learning tools and use

the resources for academics. In the year 2007, Adepoju worked on the accessibility of

undergraduates toward the use of e-learning: a study in Nassarawa State University Keffi, the

study revealed that undergraduate had little access to e-learning and its resources, it also revealed

that e-learning tools were available but only few undergraduates can access it due to their low

level of understanding of information and communication technology. (Oluwadare, 2016)

2.4 Summary of Reviewed Literature

This chapter has been devoted to review the relevant literature related to the issue of awareness

and utilization of e-learning among undergraduates in higher institution. In the literature review

there are many definitions of e-learning, it can broadly define as electronic learning, and
typically, this means using a computer to deliver part, or all of a course whether it's in a school,

part of your mandatory business training or a full distance learning course. The increasing

influence of globalization and the emerging information society set new requirements for all

areas of social life, including the higher education. The degree at which e-learning assists or

replaces other learning and teaching approaches is variable, ranging on a continuum from none

to fully online distance. Building partnerships with quality training providers, and combining this

with a dedicated experienced technical team and support staff, Virtual College provides the

perfect blended learning environment, offering anyone the chance to take their online training to

the next level. (Brown, 2011).

E-learning became important instrument in the higher educational environment in the digital age

which create student centered learning and educational practice, offering new more flexible

learning methods. There are many ways in which e-learning has promote and support the

teaching and learning process in a range of discipline field such as interaction between the

students and Awareness, ability of using and accessing information through the use of ICT, it is

useful effort on teaching and learning when it is majorly used under the normal condition such as

suitable sources with relevant materials, training and support also it offers a potential to meet the

learning need of students, it promotes equal opportunity and also promote independence or

freedom of learning among learners, they can learn at their own pace, (Johnson, 2010) .