Adoption and use of electronic instructional media among academics in selected universities in South West Nigeria.

Doctor of Philosophy in Library and Information Science. University of KwaZulu-Natal, Pietermaritzburg 2016.This study was conducted to determine the adoption and use of electronic instructional media among academics in selected universities in South West Nigeria. The study addressed the following research questions: What is the extent of adoption and use of electronic instructional media in selected Nigerian universities? What factors influence adoption and use of electronic instructional media? How do media literacy skills influence adoption and use of electronic instructional media? What is the moderating effect of gender, age and teaching experience on adoption and use of electronic instructional media? What challenges are faced in the adoption and use of electronic instructional media by academics in selected Nigerian universities? The Unified Theory of Technology Acceptance and Use (UTAUT) and Diffusion of Innovation (DOI) theory were used as the underpinning theoretical lens. The philosophical perspective was based on post-positivism. Quantitative, complemented by qualitative methods were used with the survey research design. The target population of the study consisted of academics and management staff from two purposively selected Nigerian universities in the South West geopolitical zone. Academics were drawn from the faculties of Science, Arts and Technology in the universities that made up this study. From a population of 732 academics, a sample size of 267 was determined using a published table for selecting sample sizes as put forth by Israel (1992). Additionally, the census method was used to reach 11 university management staff members comprising deans of faculties, the university librarians and directors of the Centre for Information and Technology units. The survey questionnaires were used mainly to collect quantitative data from academics while interviews were used to collect qualitative data from university management staff. The reliability coefficient of the instrument was computed using Cronbach’s alpha (α) through a test-retest reliability method. A Cronbach’s alpha (α) value of r = 0.96 was obtained. Response rates of 80.5% and 90.9% were obtained from the data collected through quantitative and qualitative methods respectively. Quantitative data was analysed using the Statistical Package for Social Sciences (SPSS, version 21) to generate descriptive and inferential statistics while qualitative data was processed using the NVivo 10 package. The ethical aspect or the axiological component of this study was achieved by adhering to the ethical protocol of the University of KwaZulu-Natal. Permission was obtained from the relevant authorities of the universities which fell under the ambit of this study. The findings revealed that though academics had adopted various types of electronic instructional media, this did not necessarily translate into extensive usage of such electronic instructional media. The majority of academics, however, regularly pursued innovative ways to incorporate electronic instructional media into their lectures. The findings further showed that academics used personal computers, MS Word, Internet, e- mail, mobile phones, mobile devices, Web resources, e-books and power-point presentations on a daily basis for teaching purposes. Academics used these electronic instructional media mainly for preparing lecture notes, presentation of lectures, producing assignments, course manuals, and communicating with students and colleagues. The findings also revealed that use of electronic instructional media such as LMS, plagiarism software, interactive whiteboard and social networking sites for teaching purposes was yet to be entrenched among Nigerian academics. The findings showed that facilitating conditions and effort expectancy were the strongest factors influencing adoption and use of electronic instructional media by academics for teaching purposes. The findings showed a significant relationship between media literacy skills and adoption and use of electronic instructional media. Gender and teaching experience, as moderating variables, influenced the adoption and use of electronic instructional media. Findings also revealed that behavioural intention was capable of explaining 8.6% of the variance in adoption and use of electronic instructional media. The study concluded that Nigerian academics are not using electronic instructional media as much as they should for the delivery of knowledge. The following recommendations were therefore proffered: 1) the universities need to develop a framework for the integration of electronic instruction media into the curriculum; 2) there is need to build capacity and create awareness among academics in relation to the integration of the interactive whiteboard, LMS and plagiarism software in their pedagogy; 3) universities are urged to develop institutional policy on adoption and use of electronic instructional media in order to provide clarity in areas such as as standards, strategies, best practices, staff training, infrastructural acquisition, gender equity and data/information security; 4) collaboration between faculty and subject librarians should be nurtured to create a vibrant and conducive academic and support environment that promote the use of electronic instructional media in teaching and learning. The originality and contribution of the study is situated in the domain of methodology, theory, practice and policy. For example in the area of methodology, this study’s point of departure from extant studies is that it employs the mixed method approach for data collection and stepwise multiple regression was used to determine the best predictor of technology adoption and use among academics. In this regard, the thesis makes a significant contribution towards developing a guideline for deploying instructional technology in universities or any educational setting. From the theoretical perspectives, the study validates UTAUT and DOI from the context of a developing country. The study, therefore, further advances the UTAUT and Roger’s diffusion of innovation theory in measuring the precursors of technology adoption and use in any contextual setting. With regard to practice and policy, the study provides an empirical baseline data that can be used as managerial guidelines for policy support, monitoring and evaluation in driving and promoting electronic instructional media adoption and use in Nigerian universities

1999 April, University of Memphis bulletin

Vol. 87, No. 1 of the University of Memphis bulletin containing the undergraduate catalog for 1999-2001.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1186/thumbnail.jp

IEOM Society International

IEOM Society Internationa

Performance Analysis For Wireless G (IEEE 802.11 G) And Wireless N (IEEE 802.11 N) In Outdoor Environment

This paper described an analysis the different capabilities and limitation of both IEEE technologies that has been utilized for data transmission directed to mobile device. In this work, we have compared an IEEE 802.11/g/n outdoor environment to know what technology is better. the comparison consider on coverage area (mobility), through put and measuring the interferences. The work presented here is to help the researchers to select the best technology depending of their deploying case, and investigate the best variant for outdoor. The tool used is Iperf software which is to measure the data transmission performance of IEEE 802.11n and IEEE 802.11g

Performance analysis for wireless G (IEEE 802.11G) and wireless N (IEEE 802.11N) in outdoor environment

This paper described an analysis the different capabilities and limitation of both IEEE technologies that has been utilized for data transmission directed to mobile device. In this work, we have compared an IEEE 802.11/g/n outdoor environment to know what technology is better. The comparison consider on coverage area (mobility), throughput and measuring the interferences. The work presented here is to help the researchers to select the best technology depending of their deploying case, and investigate the best variant for outdoor. The tool used is Iperf software which is to measure the data transmission performance of IEEE 802.11n and IEEE 802.11g

Annual Report of the University, 1979-1980, Volumes 1-5

Athletics at the University of New Mexico sunk to the lowest of depths in 1979-80, but the turbulent year will also be remembered as the renaissance a rebirth\u27 for the department. Scandal of national magnitude struck the trumpeted Lobo basketball program from all angles. First the NCAA handed down several accusations, followed shortly by an FBI investigation into the altering of player transcripts. Head Coach Norm Ellenberger was terminated and his assistant Manny Goldstein resigned under pressure. Ellenberger is scheduled to go before federal court June 16 on charges of mail fraud, wire fraud and interstate racketeering. UNM attorney Peter Johnstone has compiled an 800-page response to the 92 violations handed down by the NCAA infractions committee and UNM officials are scheduled to meet with the committee in Chicago in July.\u2

General Catalog 1986-1988

General Catalog of 1986-1988 Contains course descriptions, University college calendar, and college administration.https://digitalcommons.usu.edu/universitycatalogs/1141/thumbnail.jp

Dinâmicas de MOODLiz@ção num agrupamento de escolas de Matosinhos: o caso do agrupamento vertical de escolas de Leça da Palmeira/Santa Cruz do Bispo

Doutoramento em Multimédia em EducaçãoO advento da Internet e da Web, na década de 1990, a par da introdução e desenvolvimento das novas TIC e, por consequência, a emergência da Sociedade da Informação e do Conhecimento, implicaram uma profunda alteração na forma de análise dos processos de ensino-aprendizagem, já não apenas segundo um prisma cognitivista, mas, agora, também social, isto é, segundo a(s) perspetiva(s) construtivista(s). Simultaneamente, torna-se imperativo que, para que possam transformar-se em futuros trabalhadores de sucesso, isto é, trabalhadores de conhecimento (Gates, 1999), os sujeitos aprendentes passem a ser efetivamente educados/preparados para a Sociedade da Informação e do Conhecimento e, tanto quanto possível, através da educação/formação ao longo da vida (Moore e Thompson, 1997; Chute, Thompson e Hancock, 1999). Todavia, de acordo com Jorge Reis Lima e Zélia Capitão, não se deve considerar esta mudança de paradigma como uma revolução mas, antes, uma evolução, ou, mais concretamente ainda, uma “conciliação de perspectivas cognitivas e sociais” (Reis Lima e Capitão, 2003:53). Assim, às instituições de ensino/formação cumprirá a tarefa de preparar os alunos para as novas competências da era digital, promovendo “a aprendizagem dos pilares do conhecimento que sustentarão a sua aprendizagem ao longo da vida” (Reis Lima e Capitão, Ibidem:54), isto é, “aprender a conhecer”, “aprender a fazer”, “aprender a viver em comum”, e “aprender a ser” (Equipa de Missão para a Sociedade da Informação, 1997:39; negritos e sublinhados no original). Para outros, a Internet, ao afirmar-se como uma tecnologia ubíqua, cada vez mais acessível, e de elevado potencial, “vem revolucionando a gestão da informação, o funcionamento do mercado de capitais, as cadeias e redes de valor, o comércio mundial, a relação entre governos e cidadãos, os modos de trabalhar e de comunicar, o entretenimento, o contacto intercultural, os estilos de vida, as noções de tempo e de distância. A grande interrogação actual reside em saber se a Internet poderá também provocar alterações fundamentais nos modos de aprender e de ensinar” (Carneiro, 2002:17-18; destaques no original). Trata-se, portanto, como argumenta Armando Rocha Trindade (2004:10), de reconhecer que “Os requisitos obrigatórios para a eficácia da aprendizagem a ser assim assegurada são: a prévia disponibilidade de materiais educativos ou de formação de alta qualidade pedagógica e didáctica, tanto quanto possível auto-suficientes em termos de conteúdos teóricos e aplicados, bem como a previsão de mecanismos capazes de assegurar, permanentemente, um mínimo de interactividade entre docentes e aprendentes, sempre que quaisquer dificuldades destes possam manifestarse”. Esta questão é também equacionada pelo Eng.º Arnaldo Santos, da PT Inovação, quando considera que, à semelhança da “maioria dos países, a formação a distância em ambientes Internet e Intranet, vulgo e-Learning, apresenta-se como uma alternativa pedagógica em franca expansão. Portugal está a despertar para esta nova realidade. São várias as instituições nacionais do sector público e privado que utilizam o e-Learning como ferramenta ou meio para formar as suas pessoas” (Santos, 2002:26). Fernando Ramos acrescenta também que os sistemas de educação/formação que contemplam componentes não presenciais, “isto é que potenciam a flexibilidade espacial, têm vindo a recorrer às mais variadas tecnologias de comunicação para permitir a interacção entre os intervenientes, nomeadamente entre os professores e os estudantes. Um pouco por todo o mundo, e também em Portugal, se têm implantado sistemas (habitualmente designados como sistemas de ensino a distância), recorrendo às mais diversas tecnologias de telecomunicações, de que os sistemas de educação através de televisão ou os sistemas de tutoria por rádio ou telefone são exemplos bem conhecidos” (Ramos, 2002b:138-139). Ora, o nosso estudo entronca precisamente na análise de um sistema ou plataforma tecnológica de gestão de aprendizagens (Learning Management System - LMS), o MOODLE, procurando-se, deste modo, dar resposta ao reconhecimento de que “urge investigar sobre a utilização real e pedagógica da plataforma” (Carvalho, 2007:27). Por outro lado, não descurando o rol de interrogações de outros investigadores em torno da utilização do MOODLE, nem enveredando pelas visões mais céticas que inclusive pressagiam a sua “morte” (Fernandes, 2008b:134), também nós nos questionamos se esta ferramenta nem sequer vai conseguir transpor “a fase de final de entusiasmo, e tornar-se uma ferramenta de minorias e de usos ocasionais?” (Fernandes, Op. cit.:133).The beginning of Internet and of the Web, in the nineties, along with the introduction and development of new ICT and, as a consequence, the emergence of the Information and Knowledge Society, implied a profound change in the ways o of the teaching and learning processes, not any longer according to a single cognitivist prism, but, now, also social, i.e., according to the constructivist perspective(s). Simultaneously it becomes imperative that , so as to become future success workers, that is, knowledge workers (Gates, 1999), learners have to be effectively educated/prepared for the Information and Knowledge Society and, as much as possible, through lifelong education/training (Moore e Thompson, 1997; Chute, Thompson e Hancock, 1999). However, according to Jorge Reis Lima and Zélia Capitão, one cannot consider this change of paradigm as a revolution but rather as an evolution, or, more precisely yet, a “conciliation of cognitive and social perspectives” (Reis Lima and Capitão, 2003:53). Therefore, it is up to the teaching/training institutions to fulfil the task of preparing students for the new competences of the digital era, promoting “the learning of the principles of knowledge that will sustain the learning throughout life” (Reis Lima and Capitão, Ibidem:54), that is, “learning to know”, “learning to do”, “learning to live in common”, and “Learning to be” (Equipa de Missão para a Sociedade da Informação, 1997:39; bold and underlines in the original). For other, the Internet, affirming itself as an ubiquitous technology, more and more accessible and of high potential, “has been revolutionising the management of information, the functioning of the market of capitals, the chains and networks of value, the world commerce, the relationships between governments and citizens, the modes of working and of communicating, entertainment, the intercultural contact, life styles, the notions of time and distance. The great question at present resides in knowing whether the Internet can provoke fundamental changes in the ways of learning and teaching” (Carneiro, 2002:17-18; highlights in the original). We face, therefore, as Armando Rocha Trindade (2004:10) argues, the recognition that “The compulsory requisites for effective learning to be thus assured are: prior availability of educational or training materials of high pedagogical and didactic quality, as far as possible self sufficient in terms of theoretical and applied content, as well as the provision of mechanisms capable of assuring, permanently, a minimum of interactivity between teachers and learners, whenever any difficulty is manifested”. This issue is also equated by Engineer Arnaldo Santos, from PT Inovação, when he considers that, as it happens in the “majority of countries, distance education in Internet and Intranet environments, generally labelled e-Learning, is presented as a pedagogical alternative in overt expansion. Portugal is awakening for this new reality. There are various national public and private sector institutions that use e-Learning as a tool or means to train their people” (Santos, 2002:26). Fernando Ramos also adds that the systems of education/training that contemplate non face-to-face components “that is, that potentiate spatial flexibility, have been resorting to the most varied technologies of communication to allow interaction amongst participants, namely between teachers and students. A little throughout the world, and also in Portugal, have implanted systems (habitually known as distance learning systems), resorting the most diverse telecommunications technologies, of which the systems of education by TV or the tutoring systems by radio or telephone are well known examples” (Ramos, 2002b:138-139). Now, our study is rooted precisely on the analysis of a system or technological platform for the management of learning (Learning Management System - LMS), MOODLE, seeking, therefore, to find answers for the recognition that “it is urgent to study the real and pedagogical use of the platform” (Carvalho, 2007:27). On the other hand, not setting aside the array of questions from other researchers on the use of MOODLE, nor taking for granted the more sceptical views that include the premonition of its “death” (Fernandes, 2008b:134), we also question whether this tool will be able to overcome “the final phase of enthusiasm, and become a tool of the minorities and of occasional use” (Fernandes, Op. cit.:133)