Designing a Framework for Training Teachers on Mobile Learning in Sub-Sahara Africa

Mobile technology has the potential to enhance the capabilities of students and educators in effective teaching and learning process. Understanding the factors that hinder integration of mobile technology in instructional delivery is key to the effective uptake of mobile technology for instructional purposes. The benefits of using mobile technology in the classroom can only be fully harnessed when teachers and other educational stakeholders are guided by framework that captures factors that enhance and hinder it use. It is against this background that this study seeks to design a framework for training teachers in the uptake of mobile learning in classrooms in Sub-Sahara Africa. The interactions among the factors considered suggest that Personal and Societal beliefs, Ownership of devices, Cost of devices and Type of devices contribute significantly to the teachers’ technology self-efficacy, mobile phone self-efficacy and readiness to use mobile learning for instruction. Training on pedagogy could also enhance uptake, likewise, technical, and instructional support need to be considered in content development, delivery and evaluation. Feedback constitutes an important variable throughout the process leading up to uptake. Therefore, these factors need to be properly considered in the uptake of mobile learning in classrooms in sub-Sahara Africa. This would engender seamless integration of mobile learning in instructional delivery at different levels of education. Keywords: Mobile learning, readiness, pre-service teachers training, mobile learning model, self-efficacy DOI: 10.7176/JEP/11-32-07 Publication date: November 30th 202

Exploring the Capabilities of Online Facilitation to bridge the Instructional Gaps in Open and Distance Learning Delivery in Nigeria

Amid the increasing popularity of online learning worldwide, efforts are being made to close the gaps within the system's critical instructional elements (teachers, students, and learning resources). Online facilitation has been touted as a veritable platform that allows seamless interaction between distance learners and their tutors. However, some student-related factors could hinder effective online facilitation at this level of education. Therefore, this study investigated the impact of perceived usefulness and perceived ease of use on students’ acceptance of online facilitation, especially within the Open and Distance Learning (ODL) system of education. The study adopted a mixed-method research design to generate qualitative and quantitative data from the participants. A total of 1193 distance learners across seven faculties participated in the study. The web-based survey results showed that the level of acceptance of online facilitation among students was high, with a weighted average of 4.0. The level of perceived ease of use and perceived usefulness of students were also high with weighted averages of 3.8 and 4.1 respectively. The p-values of 0.002 and 0.02 indicated that there were significant effects of students’ perceived ease of use and perceived usefulness respectively on the level of acceptance of online facilitation as an interactive platform in ODL instructional delivery. Based on these findings, it was recommended that stakeholders need to demystify the online facilitation process and make it user-friendly through adequate training to equip distance learners with the requisite competencies to navigate the platform. Keywords: Perceived ease of use, perceived usefulness, online interaction, learners engagement, instructional gaps. DOI: 10.7176/JEP/12-3-20 Publication date: January 31st 202