New technologies and science teachers education within the context of distance learning: A case study for the University of Lagos
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Date
2015-07
Authors
Adewara, J.A.
Lawal, O.O
Journal Title
Journal ISSN
Volume Title
Publisher
Turkish Online Journal of Distance Education-TOJDE
Abstract
The Open and Distance Learning (ODL) education for science teachers is seen as a solution
to the problems of equity and access to teacher education in Nigeria. It is used to provide
cost-effective Science Teacher Education, and to train large numbers of teachers within a
short period of time. The need for training science teachers through ODL systems is
becoming more critical and necessary. The study explored the contribution of Science
Teacher Education within the context of Open and Distance Learning in the following areas:
time spent on electronics devices, skill development in the use of computer technologies and
applications, Extent of use of IT in courses and course management system features. The
study used a survey method. Stratified sampling technique was adopted. Two hundred and
fifty (250) questionnaires were sent out and one hundred and seventy three (173) were
returned. The result shows that that there is a significant positive correlation between
science teachers education within the context of Open Distance Learning and time spent on
electronics devices, skill development in the use of computer technologies and application,
Extent of use of IT in courses and course management system features at R=0.688, 0.625,
0.165, 0.607, 0.500, with the p value of < 0.05 level of significance. This result implies that
increase on each of these variables will further enhance Science Teacher Education.
Description
Keywords
CD-ROM , interactive Video , Information Technology , In-service teacher , inquiry centered , pedagogic skills.
Citation
ADEWARA, A., & Lawal, O. (2015). New technologies and science teachers education within the context of distance learning: A case study for the University of Lagos. Turkish Online Journal of Distance Education, 16(3), 48-60.