CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Nowadays, the attainment of education and knowledge goes beyond the boundaries of educational institutions. Learning and education take place in many diversified forms, which make it easy to facilitate the general public in getting education. Among these diversified and facilitated forms, the most adopted and acceptable way of promoting academics in reputed educational setup across the globe is online learning. According to Asabere (2012), online learning aims to seek changes in the pattern of whole academic process. Online learning is known with many names and terms like learning through web, online learning and instruction through computer assistance. Online learning has many definitions in the contexts and milieu of its operationalization.

According to Bertea (2009), some specialists were of the notion that online learning is a way of teaching in which multiple integration of technology are sought while some were of the notions that it is substitute of distance education, which is facilitated by the application of internet considered as an effective way of rapid communications. Nichols (2013) stated that online learning is a set of integration of various types of technologies solely for the purpose of promoting education. Online learning is a broad term, which provides complete description of various types of online learning adopting the modern Information and Communication Technologies (ICT).

There is a shift from traditional approach of teacher directed to modern methods 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 lectures without seeing the lecturer. The aspect of ICT that has brought about this revolution in students’ learning is e-learning. (Bassey et al, 2007). E- learning in its broadest sense refers to any learning that is electronically enabled.

In a slightly narrower sense, it is learning that is enabled by the application of digital technologies such as web pages, video Conference systems and CD-ROMs. Many higher education institutions adopt web-based learning systems for their e-learning courses. However, there is a limited empirical examination of the factors underlying the adoption of web-based learning systems (Abbad, 2009). Successful implementation of a system and adoption by learners requires a solid understanding of user acceptance processes and ways of persuading students to engage with these technologies (Abbad, 2009). Measuring attitudes has an important role in analyzing consumer behaviour because it is a known fact that there is a strong connection between attitude and behaviour. Specialists have discovered that attitude indicates in a certain degree, the possibility of adopting certain behaviour (Bertea, 2009).

Talking about e-learning, a favourable attitude shows a greater probability that learners will accept the new learning system. Factors such as patience, self-discipline, easiness in using software, good technical skills, abilities regarding time management impact on students attitude towards e-learning. Thus, the attitude can be positive, if the new form of education fits the students’ needs and characteristics, or negative if the student cannot adapt to the new system because he does not have the set of characteristics required (Bertea, 2009). Bad e- learning perception may be due to lack of understanding, lack of communication, and lack of trust or conflicting agendas in appropriate use of technology. Some goal coaching and awareness exercises are probably needed to strengthen people’s perception. It is important to realize that learners are both emotional and intellectual; and emotions have much effect on people’s perception and what they do (Ndume, 2008). Technology acceptance is defined as “an individual’s” psychological state with regard to his or her voluntary or intended use of a particular technology”. Developers and deliverers of e-learning need more understanding of how students perceive and react to elements of e-learning along with how to most effectively apply an e-learning approach to enhance learning (Park, 2009).In addition, knowing students intentions and understanding the factors that influence students belief about e-learning can help academic administrators and managers to create mechanisms for attracting more  students to adopt this learning environment (Park, 2009). According to (Olaniyi, 2006), in Nigerian universities such as Obafemi Awolowo university (OAU) and National Open University of Nigeria (NOUN), the commonest type of e-learning adopted is in form of lecture notes on CD-ROM which can be played as at when the learners desire. The challenge of this method is that the number of students per computer in which these facilities are available are un-interactive as compared to when lectures are being received in the classroom. These universities mentioned above adopted the use of intranet facilities; however, this is not well maintained because of incessant poor electricity supply challenge and high cost of running generating set. Most students in Nigeria go to the cyber café but because

there are people of diverse intentions on the net at the same time, and the bandwidth problem, a multimedia interaction cannot be done. In spite of these and other challenges facing e- learning in Nigeria, institutions such as University of Ibadan, OAU, University of Benin, University of Abuja, University of Lagos, NOUN among others have the facilities for e- learning. The number seems very low compared to other parts of the world. This is because of location of most institutions, bandwidth issue and the challenge of erratic/poor electricity supply as well as issues relating to students attitude to technology. Studies about elearning in Nigeria have mainly focused on distance education, challenges of e-learning and student’s access to e-learning technology. Some of these studies include: E-learning and distance education (Ajadi et al, 2008); access to e-learning technology (Bassey et al, 2007); adoption issues (Olaniyi, 2006); Modelling adoption of e-learning (Awoleye, 2008); etc. Because students are a major playoff in the advancement of e-learning in Nigeria, it is important to synthesize what their attitude towards it is and would be. It is important to know how students use and experience e-learning/technology in their learning activities as this will aid in the development of tools, pedagogy and teaching Practice.

 In the same context, Sanders (2012) evaluate students’ attitude regarding enabling of learning components through Web in the course of study. Findings of the study revealed progressive impact on the learning of students with reference to their problem solving approach and development of critical thinking abilities. It is therefore aim of this study to examine online learning platforms and student’s learning attitudes at Lagos state university.

1.2     Statement of the Problem

In considering the increase in online learning platforms and the interest of students in online learning, educational institutions need to address the problems that are vital to students in online programs such as (i) Adaptability struggle: Switching from traditional classroom and face to face instructor training to computer-based training in a virtual classroom makes the learning experience entirely different for students. (ii) Technical issues: Many students are not provided with the high bandwidth or the strong internet connection that online courses require, and thus fail to catch up with their virtual classmates. (iii) Computer literacy: Although students are generally tech savvy and thus able to manage computers well, lack of computer literacy is a major issue among students. (iv) Time management: Time management is a difficult task for e-Learners, as online courses require a lot of time and intensive work. 

The above listed problem has affected students in one way or the other and this has led to poor academic performance among undergraduate students in Lagos state university.  Based on the listed factor it is imperative on this study to examine the effect of online learning platforms and student’s learning attitudes at Lagos state university.

1.3     Purpose of the Study

The study aimed at examining online learning platforms and student’s learning attitudes at Lagos State University. Other specific objectives are;

1. To examine effect of online learning platforms on student’s learning attitudes at Lagos State University.
2. To determine students relation to the knowledge to online learning platforms at Lagos State University.
3. To examine interest of students towards online learning platforms at Lagos State University.
4. To access whether students developed negative attitude towards online learning platforms at Lagos State University.

1.4          Research Questions

The following research questions will be used to guide the study.

(i) What is the relationship between online learning platforms and students’ learning attitudes at Lagos State University?

 (ii)         What extent does students interest in computer affect online learning platforms at Lagos State University?

(iv)  To what extent do students develop negative attitude towards online learning platforms at Lagos State University?

1.5     Research Hypotheses

This research study tested the following hypotheses for the purpose of gathering information:-

H01:   There is no significant relationship between online learning platforms and students’ learning attitudes at Lagos State University.

H02:   There is no significant difference between interest of students in computer and online learning platforms at Lagos State University.

H03:   There is no significant relationship between students’ interest and online learning platforms at Lagos State University.

1.6     Significance of the Study

The findings of this study would be useful to educational policy maker, students, parents, and society at large

The study would also be significant in assisting policy makers in the Federal Ministry of Education (FME) and State Ministry of Education (SME) in online learning platforms and student’s learning attitudes at Lagos State University.

 This study will prepare undergraduate students ahead of taking online lecture.

This will serve as an eye opener to parents to understand the effect of online lecture and the impact on students’ academic performance.

This will also serve as a reference material to studies related to online learning platforms and student’s learning attitudes at Lagos State University.

1.7     Scope of the Study

This research work will focus on online learning platforms and student’s learning attitudes at Lagos State University. This research work will covers the students in Lagos State University.

1.8     Limitation on the Study

Factors such as time, unavailability of fund, population size and accessibility of population pose limitation to the study. These limitation factors will enhance the narrowing down of the research to Faculty of Education in Lagos State University.

1.9     Definition of Operational Terms

Online Learning Platform: Online learning platform is an integrated set of interactive online services that provide trainers, learners, and others involved in education with information, tools and resources to support and enhance education delivery and management.

 Student Learning Attitude: Student’s attitude reflects the interaction of their temperament and inherited personality, the history of their experiences, and the particular nature of each situation. Student attitude as “learner impression of participating in online learning activities through the use of computer.