Investigating technology integration in business education in Nigeria secondary schools: a critical analysis.

Doctoral Degree. University of KwaZulu-Natal, Durban.Secondary education is a vital part of a virtuous circle of economic growth within the context of a globalised knowledge economy. In Nigeria, the education that is offered at this level has different philosophies or what is described as two purposes. The one purpose is to prepare pupils to exit school with the necessary skills that will prepare them to find employment, and the other is to prepare them to continue with academic careers in higher education (Moja, 2000; Ekpenyong, 1997). Business Education at this level represents a broad and diverse discipline that is included in all types of educational delivery systems. The teaching of Business Education entails teaching learners the essentials, rudiments, assumptions and methods of business. The objectives of teaching Business Education in secondary schools is that the learner may, after completing the junior or senior secondary school have an opportunity for a job in a business organisation or/an apprenticeship in industry (NERDC, 2011; Ministry of Education, 2004), and also to train business-oriented learners who can be self-reliant in the future (Alabi, 2014). Yet, numerous Business Education secondary school graduates are finding it difficult to cope with their job requirements as the world is changing as a result of technological and economic advances (Adamu, 2015). This is as a result of poor exposure or ill-equipped technological knowledge and skills during their school years (Akaeze, 2014). This creates peculiar problems and challenges for Nigerian Business Education learners as they see themselves not suitable for employment as they lack necessary technological skills to work in a modern-day industry. In addition, numerous challenges have been highlighted as affecting teaching and learning of Business Education in the Nigerian secondary schools (Akaeze, 2014; Ugwuogo, 2014 & Okoro, 2014). Studies have identified lack of teaching and learning equipment, such as computer accessories, internet facilities, and other technological resources as major problems that face Business Education in Nigerian secondary schools (Akpan, Umanah, Umoudo & Ukut, 2014; Gidado & Akaeze, 2014; Okoro, 2014). Business Education teachers in Nigeria should adopt interactive and participative teaching methodologies that are up to date and internationally competitive (Nawaz & Gomes, 2014). Hence, it was deemed necessary for the study to investigate technology integration in Business Education in Nigerian secondary schools. Drawing from the theoretical frameworks of technological pedagogical content knowledge (TPACK), and unified theory of acceptance and use of technology (UTAUT), the study observes teachers’ level of technology use in different levels of Business Education classrooms. Using a mixed-methods sequential explanatory design, probability and purposive sampling, Business Education teachers in secondary schools as the participants, were found not integrating technology in their teaching due to non-availability of technologies in the schools, not possessing technological knowledge (TK), technological content knowledge, (TCK), and technological pedagogical knowledge (TPK), according to the TPACK framework. An analysis of constructs from UTAUT, revealed that there is a lack of facilitating conditions to enable technology use in the teaching and learning of Business Education in secondary schools in Nigeria. The implication of the study findings is that poor investment in technology integration in secondary schools in Nigeria affects pedagogical implementations, and effective teaching and learning of Business Education subjects. The study concludes that if facilitating conditions are considered and made available, together with professional development to address the shortfalls in terms of TPACK, technology integration into the teaching and learning of Business Education will become a reality in secondary schools in Nigeria

Dispelling the myths of online education: learning via the information superhighway

There continues to be a perception that online education is inferior to traditional education. In the U.S. online learning is more developed than in the U.K. This paper provides insights into a U.S. provision and takes a close look at what are perceived as weaknesses of on line learning and argues that these are not necessarily inherent weaknesses of this form of educational delivery. Then, results of two major studies, undertaken in the U.S. are provided comparing the effectiveness of online education to traditional education as perceived by current MBA students and past graduates. Results of these studies suggest that students of MBA modules and MBA graduates perceive the quality and effectiveness of online education to be similar to, if not higher than, the quality and effectiveness of traditional modules and programmes

Gazing into the future of Sri Lankan higher education: capacity building for the future

This paper reports on an investigation into capacity building processes in relation to e-learning resource development and delivery (RDD) in a Sri Lankan higher education institution. The capacity building was investigated in three main areas: strategic planning, institutional capacity building, and the resources acquisition processes. The project investigated the embedding of e-learning into the Sri Lanka Institute of Advanced Technological Education (SLIATE). Like many other higher education institutes SLIATE aspires to excel in providing quality teaching and learning facilities and quality learning experiences. The research project concentrated on the exploration of areas of capacity building within the academic community at SLIATE by identifying possible improvements to the management of e-learning RDD. The paper focuses on the findings in relation to the effectiveness of the capacity building process in e-learning resource development and delivery, and how this could assist SLIATE students with their learning

A simulation model of reinforced concrete beam containing expanded polystyrene beads (EPS) and palm oil fueled ash (POFA) using finite element method

In this study, Expanded Polystyrene bead (EPS) and Palm Oil Fuelled Ash (POFA) will be used to replace several percents of cement and aggregate in reinforced concrete beam construction. EPS can produce lightweight concrete, and the use of POFA can produce high strength concrete and can also reduce waste disposal. The reinforced concrete beams were analysed using computer software called ABAQUS. The main reason Abaqus software is used as analytics software for this project is that the software is designed specifically for analyzing advanced structural and heat transfer. It is designed for both linear and nonlinear pressure analyses for both tiny and huge structures. This software can also be used to analyze the proposed reinforced concrete beam failure pattern of EPS and POFA. The percentage of EPS and POFA were 40% to 60% in concrete as replacement material. The information obtained from Abaqus is then used to verify the experimental results. The data also contains the appropriate percentage of EPS and POFA in the reinforced concrete beam where performance in terms of bending, pressure, and failure pattern is at maximum. The result shows decrease performance of RC beam containing 40-60% EPS and POFA

ICT AND NIGERIAN BANKS REFORMS: ANALYSIS OF ANTICIPATED IMPACTS IN SELECTED BANKS

Banking has become highly ICT based and due to its inter-sectoral link, it is reaping the benefits of technological revolution as evidenced by its application in most of its operations. The study carried out empirical analysis of the anticipated role ICT has in enhancing the operations of selected Nigerian banks in the light of current reforms. Primary data was employed, which was analyzed using cross-tabulations and regression technique built on the framework of technical progress. Factors such as bankers’ age, educational qualification, computer literacy and type of ICT gadgets, were found to influence banks’ degree of ICT usage, while ICT impacts significantly the speed of banking operations, productivity and profitability. The need for the banks to regularly train their workers, and procure quality ICT gadgets, which will enhance efficiency, etc, was stressed. This is crucial in the sector’s current reforms where attention is focused on the ability of banks to attract and retain customers, which is mainly feasible through efficient service delivery that depend, to a large extent, on the use of ICT

Final report of work-with-IT: the JISC study into evolution of working practices

Technology is increasingly being used to underpin business processes across teaching and learning, research, knowledge exchange and business support activities in both HE and FE. The introduction of technology has a significant impact on the working practices of staff, often requiring them to work in a radically different way. Change in any situation can be unsettling and problematic and, where not effectively managed, can lead to poor service or functionality and disenfranchised staff. These issues can have a direct impact on institutional effectiveness, reputation and the resulting student experience. The Work-with-IT project, based at the University of Strathclyde, sought to examine changes to working practices across HE and FE, the impact on staff roles and relationships and the new skills sets that are required to meet these changes

Optimising information literacy delivery to large classes: the contact or the online approach?

DCU Business School runs undergraduate programmes of varying sizes, from 40 to 200 students. Some modules cross disciplines and attract even higher numbers. One such module is HR118: Skills for success which in the last year has exceeded 200. Even this number is restrained by the optional nature of the module. Were it to be an obligatory module, the total would exceed 300. The Library has been providing embedded information literacy sessions to HR118 since its inception, providing face-to-face training on essential resources and research techniques, together with assessment. Generally the experience has been successful. There have been some problems, mainly organisational and logistical, but the Library and module co-ordinator have resolved these as they arise. However, the recent class size increase, and the possibility that the module may sometime become obligatory, forced the Library to devise an alternative strategy for 2008-09 – a hybrid approach which has enabled the Library to combine new technological options with traditional face-to-face engagement. There are many elements to the new programme, all designed to inform students on content, test the process and obtain feedback. This paper will assess the progress of Library input into the module. It will consider the key nature of relationships with academics, how organisation of the Library content element has been managed over time, and evaluate student response based on diverse evidence derived from online assessment, class feedback and survey. It will examine how developments to date feed into communication with faculty and into future improvements in information literacy development. Finally, the paper will address how Library input has advanced the delivery of information literacy to business undergraduates as a whole, and consider whether libraries should actually invest more in online delivery of information literacy or keep the focus on face-to-face delivery to groups

Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire

With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs) and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations augment and align their strategic priorities to learner-specific traits

Co-innovation: the future of telemedicine in developing countries

Telemedicine which has been widely adopted in developed countries to reach all its citizens irrespective of their location is only being used for education purposes or disaster relief in developing countries. Since developing countries already suffer inadequate healthcare provision especially in remote areas, it would be essential to implement telemedicine practices for daily clinical uses rather than education use. This research argues that to understand the future of telemedicine in developing countries, both well-established technology innovations adoption factors as well as co-innovation factors should be addressed. In the context of healthcare provision, we propose a conceptual framework that integrates the healthcare resources and the organisational affiliations in co-innovation