Students Satisfaction With Learning Environment In Distance Learning Institute In Nigeria

Environmental Education Project and Seminar Material

Students Satisfaction With Learning Environment In Distance Learning Institute In Nigeria


Abstract


The study examined students satisfaction with learning environment in distance learning universities in Nigeria using Lagos State university as case study. Three research questions were formulated to guide the study. The sample size consisted of 210 undergraduate students of university of Lagos State randomly selected. The statistical methods adopted were descriptive statistics. The major findings were; Students were not satisfied with the learning environment in distance learning university in Nigeria; and the determinants of student’s satisfaction in a distance learning environment include; course structure, online tutorials flexibility, online tutorials quality, technology quality, student-instructor interaction, instructor’s performance, and course evaluation method. The following recommendations were made among others; The department should look into ways of improving on this content. Furthermore, the school should look into improving the interactions between the learners and their lecturers especially by improving the speed and timeliness of feedback between the lecturers and the learners. This could be done through interactive webpages, social media or phone calls. More-so, the school should consider enriching the distance learning provision with more online learning content provision, intensified use of the elearning portal as well as mobile learning through mobile devices such as phones, tablets and laptops.


Chapter One


Introduction

1.1 Background to the Study

Distance learning is a way of learning remotely without being in regular face-to-face contact with a teacher in the classroom. In the UK such learning has its roots in students learning through correspondence courses. At undergraduate level distance learning usually means students engaging with learning materials at home or work. The introduction of ICT into the educational system has redefined teaching and learning processes or endeavors thereby giving rise to contemporary medium of learning termed “E-learning” (Agbonlahor, 2005). E-learning is an innovative approach for delivering electronically mediated, well designed, learner centered and interrative learning environments to anyone, in any place and at anytime, by utilizing the internet and digital technologies (Hedge and Hayward, 2004).

Presently, some institutions in Nigeria are using E-learning to deliver distance education (DE) and lifelong learning due to the fact that Nigerians struggle to obtain qualification through higher education for social and occupational mobility (Jegede, 2003). However, in a country of different dimension such as Nigeria, distance education has emerged as a mediated form of instruction, and has all the attributes to become a major ally in overcoming of the serious challenges faced by the Nigerian Society.

Presently, some institutions in Nigeria are using e-learning to deliver distance education (DE) and life-long learning due to the fact that Nigerians struggle to obtain qualification through higher education for social and occupational mobility (Jegede, 2003). However, in a country of different dimensions such as Nigeria, distance education has emerged as a mediated form of instruction, and has all the attributes to become a major ally in overcoming one of the serious challenges faced by the Nigerian society. It was based on this that the National Open University of Nigeria (NOUN) was established to run on an e-learning platform so as to meet up with contemporary challenges of providing education for Nigerians irrespective of their location. This has led to huge investments for the deployment of state-of-the-art e-learning facilities in all of NOUN’s study centres. This, it was believed would enhance teaching and learning and guarantee students’ satisfaction. However, little empirical studies have been carried out on satisfaction of e-learning in Nigeria.It was based on this that the National Open University of Nigeria (NOUN) was established to run on an e-learning platform so as to meet up with contemporary challenges of providing education for Nigerians irrespective of their location. This has led to huge investments for the deployment of state-of-the-art e-learning facilities in all of NOUN’s study centres. This, it was believed would enhance teaching and learning and guarantee students’ satisfaction. However, little empirical studies have been carried out on satisfaction of e-learning in Nigeria.

Users’ satisfaction of e-learning system is a benchmark in justifying the huge investment on a system. Leclercq (2007), found that the relationship between the IS function and the users as well as the quality of support and services provided by the IS function had an impact on user satisfaction. Venkatesh et al. (2003), found a significant relationship between user satisfaction and actual usage. Another study by Leonard-Barton & Sinha (1993) found that the technical performance of the developers (based on their responsiveness to problems) was positively related to user satisfaction. Wang et al., (2007) also observed that a single measure, such as user satisfaction does not give a comprehensive view of e-learning systems success.


1.2 Statement of the Problem

Since the Internet and the use of ICT technology is employed in the course structure of distance learning, additional problems may arise ranging from student’s perception of the technology as assisting or impeding the learning process to their level of satisfaction in distance learning. However there is need to find out the determinants of student satisfaction in a distance learning environment and determine their level of satisfaction with such environment.


1.3 Objectives of the Study

The following are the objectives of this study:

  1. To ascertain the level of student’s satisfaction with the learning environment in distance learning Universities in Nigeria.
  2. To examine the determinants of students satisfaction in a distance learning environment
  3. To analyze the factors that can enhance students satisfaction in a distance learning university.

1.4 Research Questions

  1. What is the level of student’s satisfaction with the learning environment in distance learning Universities in Nigeria?
  2. What are the determinants of student’s satisfaction in a distance learning environment?
  3. What are the factors that can enhance students satisfaction in a distance learning university?

1.5 Hypothesis

  • HO: Students are not satisfied with the learning environment in distance learning university in Nigeria.
  • HA: Students are satisfied with the learning environment in distance learning university in Nigeria.

1.6 Significance of the Study

The following are the significance of the study;

This study will be useful for policy makers in education sector on the challenges faced by students that is associated with the learning environment in distance learning universities, a case study of university of Ibadan.

This will also prepare students in university of Ibadan to cope with any challenges faced as a result of the gap created by the distance between the lecturer and the students.

This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied, it will go to an extent to provide new explanation to the topic.


1.7 Scope / Limitations of the Study

The scope of this study on student’s satisfaction with learning environment in distance learning universities in Nigeria will cover all the situations related to the learning environment faced by the students of distance learning universities in Nigeria which will be assessed based on the student’s level of satisfaction.


1.8 Limitation of Study

Financial constraint

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint

The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.


1.9 Definition of Terms

Student:

A person who is studying at a university or other place of higher education

Learning Environment:

Refers to the diverse physical locations, contexts, and cultures in which students learn. Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom, which has more limited and traditional connotations—a room with rows of desks and a chalkboard, for example.

Satisfaction:

Fulfillment of one’s wishes, expectations, or needs, or the pleasure derived from this.

Distance:

Make (someone or something) far off or remote in position or nature.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on students satisfaction with learning environment in distance learning universities in Nigeria using Lagos State university as case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was onstudents satisfaction with learning environment in distance learning universities in Nigeria using Lagos State university as case study.The study is was specifically set to; ascertain the level of student’s satisfaction with the learning environment in distance learning Universities in Nigeria; examine the determinants of students satisfaction in a distance learning environment, and analyze the factors that can enhance students satisfaction in a distance learning university.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 210 responses were validated from the enrolled participants where all respondent are undergraduate students of university of Lagos State.


5.3 Conclusion

In the light of the analysis carried out, the following conclusions were drawn.

  1. Students are not satisfied with the learning environment in distance learning university in Nigeria.
  2. The determinants of student’s satisfaction in a distance learning environment include; course structure, online tutorials flexibility, online tutorials quality, technology quality, student-instructor interaction, instructor’s performance, and course evaluation method.
  3. The factors that can enhance students satisfaction in a distance learning university are; being treated individually by the instructors, overall effectiveness of the instructors, availability of the instructors for consultation, clear presentation of information by instructor, appropriate allocation of time for workload, adequate availability of sound internet services, and adequate constant power supply.

5.4 Recommendations

Based on the findings the researcher recommends;

  1. The students indicated their dissatisfaction with the learning content, especially in terms of content quality and editing. The department should look into ways of improving on this content.
  2. The school should look into improving the interactions between the learners and their lecturers especially by improving the speed and timeliness of feedback between the lecturers and the learners. This could be done through interactive webpages, social media or phone calls.
  3. Information on available counselling services should be passed on to the learners so that they benefit from the services. In addition, these services can be made more accessible through ways in which learners can suggest.
  4. The school should consider enriching the distance learning provision with more online learning content provision, intensified use of the elearning portal as well as mobile learning through mobile devices such as phones, tablets and laptops.

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