Analyzing Students’ Attitude Towards The Adoption Of E-learning (the Case Of Technical/vocational Schools In Delta State).

The rapid growth of internet-based technology/innovations has resulted in many approaches to learning development, manifested in different forms of e-learning (Shawar, Al-Sadi, and Sane, 2007). The use of Information Communication Technology (ICT) at all levels of education is no doubt the catalyst for improving access to quality education by all and to acquire knowledge-based economy (Muiwa and Kyalo, 2013). Nowadays, Information and Communication Technologies (ICT) provide new possibilities for the creation of innovative effective environments of teaching and learning, by re-defining the educational frameworks and by deploying new learning facilities (Papadourakis, Kaliakatsos, and Paschaloudis, 2006). Moreover, the concept of lifelong, individualized learning engineered through online education is emerging as a major force in elementary, secondary, and higher education, as well as in professional training and development (Jones International University, 2002). Computer usage in secondary schools has made many positive impacts and developments into learning (Paris, 2004). These often supplement or replace traditional methods, enabling students to engage with their learning through various web technologies alongside or instead of face-to-face delivery. E-learning has been defined according to the contexts and environments where it operates (Asabere and Enguah, 2012). Al-Adwan, Al-Adwan and Smedley (2013), observed that e-learning is approached as a system that uses internet technology to deliver information to students with interactions through computer interfaces. Masrom (2007) defines e-learning as “learning facilitated and supported through the utilization of information and communication technology (ICTs)”. Its use in different educational processes is designed to Improve the performance of learning (Al-Adwan and Smedley, 2012). It may be used in many forms, i.e. as a supplement to traditional lectures, asynchronous distance learning, learning management systems or online learning (Concannon, Flynn and Campbell (2005). The combination of traditional learning (face-to-face lectures) exploring students acceptance of e-learning and web-based courses ¡s known as “blended learning”. This mixes the features of virtual and real environments to provide a holistic information production and enhance the students’ learning experience.

Providing a flexible and responsive learning experience frequently requires the involvement of modern information and communication technologies (ICTs) to enhance access to continuous professional development practices in today’s fast mobile work place environment. E-learning offers flexibility of time and place which allows higher education institutions and their student to deliver or receive learning materials in a more flexible manner. Concannon et al., (2005) state that the increased demand of integrating ICI into the educational. process due to the change of students’ demography places higher education. Institutions under pressure to utilize information and communication technologies at secondary schools.

REVIEW OF RELATED LITERATURE

This chapter dealt with the review of related literature. It was discussed under the following headings: conceptual framework, theoretical framework, E-Learning in secondary education, E-learning technique, E-Learning ¡in the Context of TVE, and Benefits of Integrating e-learning in TVE, challenges of Integrating e-learning in TVE and summary of related literature.

Conceptual Framework

The rapid development of information, communication and technologies (ICT), Internet technologies and Web-based applications have initiated unparalleled transformation in secondary schools all over the world (Cheng 2010). Electronic learning (e-learning) is changing the way teaching and learning is taking place on secondary schools (Ahmed, 2010). Though the up-scale of e-learning in developing countries especially in Africa is slow compared to their Western counterparts, the last decade has witnessed some concerted efforts on the part of high school administrators to implement e-learning strategies in order to catch up with their counterparts in the developed countries. Vrana, Zafiropoujos and Drogalas (2006) reported significant achievement gains among students using computers compared to students in conventional settings; moreover Hong et al. (2001) revealed that e-learning is becoming progressively an integral part of the secondary school’s curriculum learning. However the adoption of e-learning in secondary schools ¡n Nigeria is still in its infancy, and for the moment there have been recorded good practices only in higher education (Vrana et al, 2065, Papadourakis et al., 2006). Woodrow (1991) points out that monitoring teachers and students attitudes is significant for communal usage, acceptance and success. Even more, knowin exactly how teachers and students perceive e-learning and web based technologies “is an important first step” (Jamlan, 2004) before adoption.

Essentially, e-learning is usually defined as a type of learning supported by information and communication technology (ICT) via the internet, intranets, extranets or many others to improve the quality of teaching and learning (Tagoe, 2012). A broader definition of e-learning is provided by Selim (2007) as “the delivery of course content via electronic media, such as internet, intranet, extranets, satellite broadcast, audio/video tape, interactive TV, and CD-ROM.

First is the growth of information technology: e-learning has become an ideal delivery vehicle for education and learning. 

Second, it is information rich: e-learning offers both teachers and learners access to anywhere, anytime ‘information rich” resources.