Examining The Acceptance And Usage Of E-Learning Facilities For Effective Teaching In Nigeria Tertiary Institutions

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Examining The Acceptance And Usage Of E-Learning Facilities For Effective Teaching In Nigeria Tertiary Institutions


Objectives of the Study


  1. To examine the perception of lecturers on the usage of E-learning facilities in teaching.
  2. To determine the extent of e-learning facilities usage in Nigerian tertiary institutions.
  3. To investigate the barriers to effective e-learning facilities usage in tertiary institutions.

Research Questions


  1. What are lecturers’ perceptions of e-learning facilities?
  2. How effective is the usage of e-learning facilities in Nigeria tertiary institutions?
  3. What are the barriers to effective e-learning facilities usage in tertiary institutions?

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Frequently Asked Questions


Do lecturers use e-learning facilities in private tertiary institutions in Nigeria?

The study adopted qualitative approach to investigate the adoption and utilisation of e-learning facilities by lecturers in a Nigerian private tertiary institution using 15 semi- structured interviews from the academic staff of M-University.

Are traditional approaches to teaching and assessments still relevant in Nigeria?

In spite of the constant innovative approaches adopted by teachers in western world, traditional approaches to teaching and assessments in Nigeria tertiary institutions have constantly been practiced. Most institutions are not able to fully utilize e-learning or get full advantages of it.

Are students at ease using e-learning facilities?

Observation revealed that 100 to 200 level students were not at ease using the e-learning facilities either because they were new to the institution, and/or are trying to understand how the facilities are being used, while the 300 to 400 level students appear to be more exposed to the use of e-learning facilities.

What do we know about e-learning in private higher education institutions?

This research provides an understanding of issues associated with the usage of e-learning mechanism in private higher education institutions. It reveals practices that may shape the fast growth of established e-learning structure (Singh and Hardaker, 2014; Eze et al. ( 2018) in private universities. 

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