The Use of Teaching Methods and Styles in the Nigerian University System: the Curriculum Implications for Change
| dc.contributor.author | Bakare, T.V. | |
| dc.date.accessioned | 2021-04-15T14:30:02Z | |
| dc.date.available | 2021-04-15T14:30:02Z | |
| dc.date.issued | 2011-01-10 | |
| dc.description | Scholarly articles | en_US |
| dc.description.abstract | E-learning has come to stay as a 21st century phenomenon and has deeply impacted our daily lives in diverse ways, whether in economic, academic, socio-cultural or political spheres. This study, which is based on the theories of andragogy and heutagogy explored and documented the application of modern technology and e-learning facilities to improve academic efficiency in distance education in a specific distance learning Institute in Nigeria and came up with some observations. Students and Lecturers (n=250) participated in a survey that assessed the effectiveness of e-learning methods as a tool for improving academic quality and learner engagement. It was a participatory experimental research in the University of Lagos’ Distance Learning Institute (DLI) with students in four levels of study and across different courses and departments. Self-administered structured Opinionnaire and Interviews were used for data collection. The research was guided by seven research questions. The response trends quantitatively revealed that majority of the learners were still wary of e-learning as a teaching/learning method and have no choice but to use it. It was suggested that ways be found to expand the use of, and make e-learning more learner- friendly, with more time devoted to initiating learners into the use of modern technology and e-learning as a method. E-learning remains the best option for distance education, in spite of the attendant challenges and must be adopted for self development, global conformity and best practices. | en_US |
| dc.identifier.citation | Bakare, T.V. (2011). The Use of Teaching Methods and Styles in the Nigerian University System: the Curriculum Implications for Change. Journal of International Education Research (first quarter). Littleton, Colorado: The Clute Institute. 7(1), 89-98. | en_US |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/9296 | |
| dc.language.iso | en | en_US |
| dc.publisher | Clute Institute, Colorado: Littleton, USA | en_US |
| dc.relation.ispartofseries | Journal of International Education Research;7(1) | |
| dc.subject | Adult Teaching Methods | en_US |
| dc.subject | Andragogy | en_US |
| dc.subject | Heutagogy | en_US |
| dc.subject | E-learning | en_US |
| dc.subject | Distance Education | en_US |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences | en_US |
| dc.title | The Use of Teaching Methods and Styles in the Nigerian University System: the Curriculum Implications for Change | en_US |
| dc.type | Article | en_US |