Influence of ICT Skills on Use of Cloud Computing among Undergraduates in Private Universities, South-West, Nigeria

This study investigated the influence of ICT skills on use of cloud computing among undergraduates in selected private universities, South-West, Nigeria. Cloud computing is a novel means of providing access to diversities computer services via the Internet. Descriptive research design was employed and the population comprised 13,969 undergraduates in Babcock, Bowen and Covenant universities. Multi stage sampling technique was used, and data collection instrument was a structured questionnaire. Method of data analysis was simple percentages for research questions and regression analysis for the hypotheses. The study revealed that undergraduates possessed high level of ICT literacy skills and undergraduates used various cloud computing services and application. There was positive significant relationship between awareness and use of cloud computing (r=-.517**, n=533, p<.01.). Cloud computing is a novel technology that augment teaching and learning it also allows students to access instructional content and resources remotely. For student to effectively utilise and explore the benefit of cloud computing, the university management make available high bandwidth and dependable Private Power Plant (PPP) to increase use of cloud computing services

Examining computer-based technology skill and academic performance of students in Nigerian universities.

Doctoral Degree. University of KwaZulu-Natal, Durban.The introduction of blended learning into face-to-face classroom teaching and learning has made traditional education more simple, flexible and customised to students’ expectations. This study examined computer-based technology (CBT) skills levels among undergraduate students in federal universities in the South West geopolitical zone, Nigeria. Specifically, the study sought to find out which CBT skills levels are mostly displayed by the undergraduates; examine those skills levels that correlated positively with the academic performance of students; and identify factors that contribute to CBT learning in conjunction with face-to-face traditional education in Nigerian universities. The study discusses the Will, Skill and Tool model (WST), which is used as the conceptual framework of this study. The study used a mixed method approach. Questionnaires were used to collect quantitative data while focus group interviews were used for qualitative data. Normative ontological assumptions enabled the study to use both quantitative and qualitative reports from different perspectives to draw conclusions. The study was conducted in six federal universities in South West in Nigeria and two thousand, three hundred and thirty-seven (2,337) questionnaires were used to collect the quantitative data. An open-ended interview schedule was used for the eighteen (18) focus group interviews. The focus group interviews were conducted with a sample of the same students who completed the questionnaire. All participation was voluntary. Microsoft Excel and SPSS version 22 were application software used for the quantitative coding. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. The results show that six CBT skill-level variables (called core skills) – general computer use, word processing, internet, PowerPoint, synchronous and asynchronous chats – correlated most positively with the students’ academic performance, though they were weakly correlated. Factors that negatively affected the use of CBT tools to augment face-to-face education included unstable power supply, poor network connectivity due to lack of internet access, unstable bandwidth, lack of equipped computer laboratories and excessive cost of internet data bundles. The results revealed a low availability and accessibility of CBT tools in computer laboratories for regular use by the undergraduate students in selected universities. Hence, most students depended on their personal computers, smartphones or cybercafés. It is recommended that more emphasis be placed on Blended learning, which is the combination of traditional learning and online learning experiences. It is also recommended that university administrations, attempt to ensure that all students have access to personal computers and a reliable internet connection. If this can be done, preferably from the first year of study, students will be able to become conversant with the technologies needed for blended learning with a view to enhance academic performance. Finally, it is recommended that government subsidies for CBT devices and facilities would also help in promoting CBT usage and blended learning. Government policy in this respect should ideally involve all stakeholders, such as university management, lecturers and student representative bodies; as well as potential ICT funding partners

Use of Emerging Technologies in the University Libraries: A Study of Review of Literature

The main aim of the study is to review the literature related to the use of emerging technologies by university libraries. The primary objective of the study was to examine the core literature related to emerging technologies used in the university libraries and to find out the changing role of the university librarians in these technologically equipped modern libraries. The study also focuses on the attitude of library professionals towards this modern environment. The findings of the study are based upon four themes, they are: “status of emerging technologies in the university libraries”, “attitude of librarians towards the emerging technologies”, “technological compatibility among the professionals of the libraries” and “barriers in the implementation of emerging technologies”. Nevertheless, if there have been much researches performed at university libraries on emerging technologies, this study is obviously primarily aimed at improving understanding of these expanding technologies by the library and information sciences profession

ICT SKILLS OF LIBRARY STAFF IN NIGERIA INSTITUTIONS: A case study of institution libraries in Ekiti State, Nigeria.

The purpose of the study is to know the ICT skills of library staff in Nigerian institutions: A case study of all institutions in Ekiti State, Nigeria. The sample for the study consisted of 150 librarians across institutions in Ekiti State, Nigeria who were randomly selected through simple random sampling. The extent to which library staff can prove their knowledge towards information and communication technology (ICT) skills, the ability of library staff towards information and communication technology (ICT), how library staffs are able to identify or recognize relevant information sources and the effectiveness of information and communication technology (ICT) literacy skills programmes for the institution libraries in Ekiti State. Findings show that institutions’ libraries have enough ICT facilities and their staffs are well familiar with them in order to deliver their services which can help the library staff in delivering their services very well. It further reveals that ICT skills were well known and made use of, by libraries staffs. Moreover, results indicated that different sources of information are recognized by the libraries staffs while the ICT programmes are available to develop themselves. These recommendation was made after the study that more ICT facilities are needed, latest ICT facilities should replace the former outdated facilities, libraries staffs should attend more ICT facilities training and seminars, In-house training should be regular e.g six (6) months interval, latest familiarized ICT package should be introduce to enhance the service rendered to patrons and library staff need to work with the ICT department in the institution for achieving parental goal

Lecturers’ knowledge, access and utilization of inclusive virtual learning platforms in Nigerian tertiary education: Implications for learners with visual and hearing impairments

INTRODUCTION: The ability of lecturers to choose and use appropriate virtual e-learning platforms for learners with visual and hearing impairments comes from the awareness of its existence, accessibility, and their perceived level of competence. PURPOSE: The purpose of this study is to determine the knowledge, access and utilization of lecturers of virtual learning platforms that accommodate learners with visual and hearing impairments. DESIGN: Descriptive survey method was used. Simple random sampling was used to select representative samples from the study. A structured questionnaire adapted from Okoro (2015) and titled “Lecturers e-learning knowledge, access and utilization questionnaire (LEKAUQ) was used for data collection. Collected data were analyzed using statistical mean. The results of the analysis were used to answer research questions. The study population is made up of all lecturers from the Alvan Ikoku Federal Colleges of Education Owerri in Nigeria as at the time of the study. RESULTS: The result showed that the lecturers had knowledge of multimedia virtual learning resources that accommodate learners with visual and hearing impairments. Their perceived level of accessibility is moderate. The variation in ways of utilization is low; however their use of voice notes and WhatsApp is high. Challenges that affect lecturers ‘use of virtual learning platforms and resources include poor supply of resources, data, electricity, funding, and students’ absence from online classes. RECOMMENDATIONS: It is recommended that institutions of higher learning should take responsibility for making virtual learning resources available and accessible to lecturers and students. Equally lecturers should be formally sensitized on the need to use a variety of inclusive virtual learning resources. Institutions of higher learning should get lecturers involved in designing institution based resources

Mediating effects of perceived usefulness and trust between individual factors and intention to use E-training in Nigerian Technological Universities

Developments in information technology (IT) have offered universities some sophisticated technological tools and innovative training contents that can be used in delivering training to their employees. However, for successful IT integration in training, employees’ positive disposition towards the new system is vital. Although factors, including computer/Internet self-efficacy, interactivity, organisational support, perceived usefulness, perceived ease of use and trust have been used in most studies that investigated technology acceptance, little is known about the effects of interactivity and trust on intention to use e-training. Therefore, this study empirically examines the roles of these factors in determining intention to use e-training within the context of Nigerian technological universities using the technology acceptance model (TAM). Data were collected from 301 employees of five technological universities in Nigeria and partial least squares - structural equation modeling (PLS-SEM) was used in the analysis. Findings of the study reveal that interactivity and trust constructs have positively and significantly influenced employees’ intention to use e-training systems. Additionally, perceived usefulness and trust are found to have mediated the relationship between individual factors and intention to use e-training. The Importance-Performance Map Analysis (IPMA) result shows that to predict intention to use e-training in Nigerian technological universities, priorities should be accorded to trust and organisational support. Theoretically, the study has contributed to the understanding of factors affecting intention to use e-training demonstrating the applicability as well as effectiveness of interactivity and trust in predicting intention to use e-training. Methodologically, the study has established the relevance of conducting Importance-Performance Map Analysis (IPMA) in examining intention to use e-training. Practically, the study provides new inputs for successful implementation of e-training systems in universities. It is recommended that future studies investigate the influence of other factors such as subjective norm, enjoyment, and appeal on the intention to use e-training

Shifting the digital skills discourse for the 4th industrial revolution

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Digital divide and its impact on the performance of students taking high-stake computer-based university entrance examination in Nigeria

Using computers for assessment has various advantages for both educators and test takers. However, the literature has no consensus on the impact of ICT individual differences on CBT performance and experience. As a result, additional evidence is required, particularly for students from digitally divided regions. In Nigeria, the Unified tertiary matriculation Examination (UTME), a large-scale university admission examination, was fully computerised in 2015. However, the learning mode in most high schools does not align with the computer-based assessment method adopted for the high-stakes examination, resulting in a potential disadvantage for some applicants. This study investigated ICT-related individual differences (computer familiarity and computer-based tests anxiety and attitudes) among secondary school students taking large-scale high-stake CBT university entrance examinations in Nigeria and its effects on their performance on the test. In order to achieve this aim, we conducted a review of relevant literature, conducted two quantitative surveys and a qualitative enquiry. The quantitative study’s findings revealed significant variations in the access and use of computers among students taking UTME, especially when comparing students in publicly owned and privately owned schools. Furthermore, computer familiarity positively correlates with students’ performance in UTME. However, computer attitude and anxiety before and after UTME were moderate and had no significant relationship with test performance. The qualitative study explores the students’ experiences in more depth and gains more insights into the factors contributing to their attitudes and anxiety. This thesis thoroughly describes the procedure above and its results. This study underlines the necessity of addressing the digital gap in education in Nigeria by demonstrating inequalities in access to technology and infrastructure among students taking high-stake computerised examinations in Nigeria and its impact on their performance.Using computers for assessment has various advantages for both educators and test takers. However, the literature has no consensus on the impact of ICT individual differences on CBT performance and experience. As a result, additional evidence is required, particularly for students from digitally divided regions. In Nigeria, the Unified tertiary matriculation Examination (UTME), a large-scale university admission examination, was fully computerised in 2015. However, the learning mode in most high schools does not align with the computer-based assessment method adopted for the high-stakes examination, resulting in a potential disadvantage for some applicants. This study investigated ICT-related individual differences (computer familiarity and computer-based tests anxiety and attitudes) among secondary school students taking large-scale high-stake CBT university entrance examinations in Nigeria and its effects on their performance on the test. In order to achieve this aim, we conducted a review of relevant literature, conducted two quantitative surveys and a qualitative enquiry. The quantitative study’s findings revealed significant variations in the access and use of computers among students taking UTME, especially when comparing students in publicly owned and privately owned schools. Furthermore, computer familiarity positively correlates with students’ performance in UTME. However, computer attitude and anxiety before and after UTME were moderate and had no significant relationship with test performance. The qualitative study explores the students’ experiences in more depth and gains more insights into the factors contributing to their attitudes and anxiety. This thesis thoroughly describes the procedure above and its results. This study underlines the necessity of addressing the digital gap in education in Nigeria by demonstrating inequalities in access to technology and infrastructure among students taking high-stake computerised examinations in Nigeria and its impact on their performance

‘Technology as a trusted companion for accountants and business professionals in the business unusual environment’

Abstract: A conceptual model of corporate social responsibility (CSR) and service quality for Islamic bank service users is developed in this paper. The model is expected to bring about a better understanding of customer perceptions relating to issues of social responsibility and its impact on service quality as it pertains to Islamic banking in South Africa. The conceptual model is developed by synthesising relevant literature and theories pertaining to this study. This conceptual model is proposed to be tested in due course of time by using customer perceptions derived from a survey instrument to assess the relationship between aspects of social responsibility and service quality at the Islamic bank. The proposed model has implications towards enhancing the CSR and service quality offered by the Islamic bank according to their customer expectations