Assessment of Opportunities and Implementation of Blended Learning Strategies in Nigeria Higher Education

Abstract

The chapter investigated the facilities available, extent of usage, and the various methods, perspectives, and strategies of blended learning used as well as possible challenges in Nigeria higher education using Obafemi Awolowo University, Ile-Ife as a case study. The descriptive survey research design was adopted. An instrument titled “Questionnaire on Opportunities and Implementation of Blended Learning” was administered on 216 lecturers selected by simple random sampling technique. Data collected were analyzed using frequency counts and simple percentages. The results showed that facilities are fairly available and there is moderate extent of usage of the available facilities for incorporating blended learning strategy. Lecturers used 21 different methods, the five blended learning perspectives, and four different strategies. Various challenges were identified. The study concluded that opportunities were available for lecturers to implement blended learning strategy into the classroom instruction delivery if the major challenges faced are properly addressed.

Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach

“…Specific to Nigeria, the assumption is that the adoption of technology in education can bridge the gaps that exists in the system by providing quality education to all. In clearly articulating the trajectory of such efforts, a range of studies have analysed the potential and opportunities of blended learning (Anene et al, 2014;Adeoye, 2020); the approaches to planning, integration, and acceptance (Okocha, 2019;Aladejana and Olajide, 2019;Ukaigwa and Igbozuruike, 2020), and the conceptual experience of different stakeholders towards the blended approach (Olatuboson et al, 2015;Okocha et al, 2017;Yakubu et al, 2019). However, only a few studies attempt to examine how the adoption of technology has brought about stimulating social interaction, facilitated engagement, and improved instructional processes and learning outcomes (Olatuboson et al, 2015;Oyelere et al, 2016;Okocha, 2019).…”

“…It is through a critical analysis of these underlying assumptions that motivate and popularise the adoption of technology, that one can begin to identify what the use of technology in decolonising education entails, and how it can be made relevant and sustainable to the evolving educational demands of the Nigerian population. Previous studies have yet to establish whether the blended approach (combining traditional ways of teaching and the adoption of some form of technology to assist teaching processes or learning activities) to education supports and promotes the practice of decolonising education in Africa (Olatuboson et al, 2015;Aladejana and Olajide, 2019;Adeoye, 2020). This paper attempts to fill such a fundamental gap in our understanding of the place of technology in Nigerian higher education.…”