Relationship between technological change, digitization, and students’ attitudes toward distance learning in Lagos Higher Education institutes

Abstract

The focus of this research is to investigate the relationship between learning flexibility, support services, and students' attitudes toward remote learning programs in Nigeria. A correlational research methodology is used, and 385 individuals drawn from a multi-stage sampling technique form the study's sample. The data collecting tool is a three-section questionnaire devised by the researchers. Experts validated the questionnaire, which was then administered once on a randomly selected sample to assess the internal consistency. The Cronbach Alpha formula produced values of .74, .77, and .78 for the three separate questionnaire constructs. At the .05 level of significance, two research questions were posed, and two related null hypotheses were investigated. The collected data is analysed using the Mean, Standard Deviation, and Pearson Product Moment Correlation formulas. The findings show that there is a positive relationship between digital learning flexibility and students' attitudes toward distant learning programs (r =.439, Freq=476, p.05). There is also a favourable link between technology supports and students' attitudes toward distant learning programs (r =.339, Freq=476, p.05). It is thus recommended, among other things, that providers of distance learning programs guarantee high flexibility and quality learner support services to cater to the academic needs of learners with different characteristics, as this would improve students' positive attitudes and increase the enrolment of candidates in distance learning programs.

Students’ usage of Over-the-top (OTT) streaming platforms affecting their academic and socio-demographic profile

“…They found it difficult to manage their time for online classes, assignments, study time and entertainment. Contradicting this, there is a positive relationship between digitised content in a distance-learning programme (Onyekwere, & Hoque, 2023). Additionally, the results pointed out that due to usage of OTT, students were not able to manage time in such a way that allowed them to develop skills, pursue hobbies and socialise with friends.…”

Kyrgyz Students’ Acceptance of QR Code Use in Organic Chemistry Course

“…The research model is based on the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Similar research models have been successfully applied in various contexts, such as examining students' initial perceptions of QR codes (Abdul Rabu et al, 2018), analyzing the intentions of future teachers to use Web 2.0 technologies in their courses (Şimşek, & Ateş, 2022), exploring students' attitudes towards distance learning programs (Onyekwere, & Enamul Hoque, 2023), and investigating students' behavior regarding the adoption of cloudbased virtual platforms (Sayginer, 2023). The current study identified social influence, facilitating conditions, hedonic motivation, perceived usefulness, and perceived ease of use as significant factors influencing students' acceptance of QR code usage in the Organic Chemistry course.…”

Higher Tertiary Education Perspectives: Evaluating the Electronic Assessment Techniques of the Blackboard Platform for Fairness and Reliability

“…This transition has revolutionized the educational sphere, placing learning resources directly at students' fingertips, and effectively dissolving the traditional constraints of geography and time. Such a transformation necessitates learning methodologies that are not only flexible and adaptable but also aligned with the dynamic digital context (Alenezi, 2023;Onyekwere, & Enamul Hoque, 2023).…”