Quiz0106-9.docx

**3.9.2. 1CT and the Distance Education System in Nigeria today** Both the Conventional and distance education programme depend largely on good communication for successful learning to take place. Good communication promotes the needed interactions (teacher-teacher and student- student) in teaching...

**3.9.2. 1CT and the Distance Education System in Nigeria today** Both the Conventional and distance education programme depend largely on good communication for successful learning to take place. Good communication promotes the needed interactions (teacher-teacher and student- student) in teaching ---learning situation. This is because interaction is essential to students' learning and to the overall success and effectiveness of distance education. Recent studies by distance educators have confirmed that interaction in distance learning environment may lead to increased academic achievement (ADEA, 2003; Lenning & Ebber, 1999: Neibuhr & Neibuhr, 1999, Lenning &Ebber, 1999). Since distance education entails the absence of face---to---face contact embedded in conventional education, media with high interactivity must be used. That is, media which can promote both teacher---student and student---students' interactions must be adopted if the goals and objectives of distance education are to be achieved to the maximum. Media must be used in distance education to ensure both asynchronous and synchronous communication. Asynchronous communication gives learners the freedom of choice in learning. This communication is not dependent on learners being present together at a specific time to conduct teaching and learning activities. The environment provides learners with discussion that allows participant access to the conference or instruction at different times. Therefore, learners can work at their own convenience, when or where they want and at their own place, thereby providing learners more time to reflect on their own ideas and encourage them to do more critical thinking. On the other hand, synchronous communication occurs in real time as all participants in the interaction, including instructors must be present at the same time, although they may not necessarily be at the same physical location. Thus, synchronous Communication serves the role of a thinking device for collaborative construction of knowledge and enhances learners' high---order thinking skills and creative abilities ( Liaw & Huang, 2000). This suggest the need for a platform on which the asynchronous and synchronous communications along with other suites for resources sharing, accessing and dissemination can effectively be carried out in deployment and practice of distance education in Nigeria today. This, then calls for the use ICT, this is because the ICT provides in addition to other means the Asynchronous and Synchronous communication facilities that are necessary for required communication in teaching-learning process today. The advent of the electronic mail, PCs on every desk, the Internet and its application to education have produced amazing results. Hawkins (2002), notes that knowledge and information have become the most important currency for productivity, competitiveness, and increased wealth and prosperity. Nations have placed greater emphasis on developing their human capital. Governments around the world are focusing on strategies to increase access to and improve the quality of education. Methods of achieving organizational goals are changing, these and others can be provided through the use and application of ICT based platforms. Providing opportunities to meet the basic learning needs of information professionals is a first step towards preparing distance education in Nigeria for the emerging global society. The need for relevant, accessible, viable and digital library (which is ICT compliant) in Nigeria requires looking at both access to and quality in new ways. Harnessing information and communication technology in library education goes a long way to enhance the quality of products turn-out. Libraries and schools in Nigeria must be connected to the information highway, to enhance their capacity of response to new challenges to information access, processing, and dissemination. This is more serious when it comes to the issue of the appropriate deployment and practice of distance education today. ICTs provide an array of powerful tools that may help in transforming the resent isolated, teacher-centered and text-bound classrooms into rich, student focused, interactive knowledge environments. To meet these challenges, schools must embrace the new technologies and appropriate the new ICT tools for learning. They must also move towards the goal of transforming the traditional paradigm of learning. To accomplish this goal, it requires both a change in the traditional view of the learning process and an understanding of how the new digital technologies can create new learning environments in which students are engaged as learners, able to take greater responsibility for their own learning and constructing their own knowledge. Thomas Kuhn suggests that revolutions in science come about when the old theories and methods will not solve new problems. He calls these changes in theory and methods a "paradigm shift." There is widespread concern that the educational experiences provided in many schools will not prepare students well for the future. Many educators, business and government leaders believe that creating a paradigm shift in view of the learning process, coupled with applications of the new information technologies, play an important role in bringing educational systems into alignment with the knowledge---based, and information-rich society (UNESCO, 2002). **3.9.3. Problems Associated with the Development of Distance Education System** The appropriate deployment and practice of distance education in Nigeria today are not left without problems in spite of the enthusiasm generated by the new thrust in open and distance Education. The overall problems that may impede proper implementation are: 1. Lack of consistency in programme/policy implementation: It is a known fact that success in any educational policy is contingent on the involvement of all stakeholders and sponsorship of funding agency, that is, the government. A succeeding government truncated the attempt at Open University in the early 80's. Thus, successive governments in Nigeria must not only allow the continuation of open and distance education programme, it must be supported through adequate fund-for the procurement of necessary facilities 2. Problem of electricity: Since successful distance education cannot be assured without the use of communication and technological tools (e---mail, fax, Internet. television, radio, etc.), then the problem of electricity comes into focus. Several rural areas in Nigeria are yet to have electricity, while the urban areas experience epileptic power supply. This will create problems for effective integration of most technological media in the delivery of distance education programme. It also makes alternative sources of electricity non- visible to most Nigerians. 3. Poor telecommunication facilities and lack of access: Just like electricity, most Nigerians do not have access to telephone and other telecommunication facilities. Even telephone lines in the urban centres are not adequate to serve the teeming population. Services for those who have access are in most cases epileptic. These may make the integration of telecommunication in the delivery of distance education difficult. In addition, poor state of telephone has led to increase in dial-up cost for most Nigerians. Even with the recent introduction of GSM in August. 2001, access is still limited and services are yet to be perfect and service charge may make GSM unattractive for distant learners. 4. Poor Postal System: The postal system in the country is not yet up to international standard, in terms of safety of goods, quick delivery of correspondences, accessibility to remote areas, and so on. Although, of recent, improvements have been made in the postal services by NIPOST, the level of the services cannot be guaranteed for effective two-way communication between distant learners and distance education institutions. 5. Poor economic situations and its effects on middle level manpower: - The poor state of the nation's economy has pauperized most Nigerians. Even an average middle income earner cannot afford basic technological and communication gadgets. Thus, computer related telecommunication facilities might not be useful for most Nigerians, as computer is still a luxury in institutions, offices and homes. This may make the integration of necessary online resources (e-mail, newsgroups, world-wide-web, etc.) into distance education in Nigeria difficult. 6. Poor ICT Penetration: Like most African countries basic ICT infrastructure are inadequate. A study by Nigerian Information Technology Professionals in America in 2002 indicated that given current ICT penetration it may take Nigeria 50 years to catch up with America on the aspect of PC count per household. (Iromanto. 2004), the most significant problem being the cost of not only the PC but the software as well. These problems if not addressed will impede the proper deployment and implementation of open and distance, education in Nigeria. Therefore, efforts should be intensified to improve electricity, telecommunication and other communication facilities in both urban and rural areas. **3.9.4. Recommendations in Respect of the Use of ICT in Education Today** 1. There is an array of communication and technological tools available for the delivery of distance education programme in Nigeria. The nature of distance education and the need to provide opportunity for learners to interact with instructors and other learners makes it imperative for the use of every available media that will ensure effective communication. 2. It should be emphasized that media in themselves cannot ensure good teaching but the way they are integrated. Therefore, courses using 'media mix", that is, printed materials, electronic media, interactive and non---interactive media arc essential. There is the need for appropriate mix of 'low---tech" delivery approach using the print media and technology based delivery system. 3. Since learners are social beings, no technology regardless of its interaction ability can serve as perfect substitute for human interaction. Thus, the use of study centres for adding face---to---face communication are appropriate as this will provide opportunity for teacher---student and student---student interaction which can greatly enhance the delivery of distance teaching (Willis, 1998). 4. Relevant "high---tech", latest technology will be needed to provide both asynchronous and synchronous communications. This deals with computer networks and computer based multi---media. These include using computer---based instruction as self---contained teaching machine to present individual lessons and/or the internet. 5. CD---ROM can provide structured courses with well---designed programmes whereby distance learners can study the content using their own computer, thus providing opportunity for individual drill and practice. Electronics mail (e-mail), computer conferencing, and World Wide Web (web) applications can also be used. The web has the capabilities to include several audio and video facilities, textbooks, study guides, workbooks and course syllabi (Huang, 2000). 6. Distance learners can use online search to conduct research or collect relevant information to assist their learning. The introduction of virtual/digital library into the nation's educational system will also serve to promote the use of computers in distance education. 7. Traditional technological tools can also be relevant. Distance education course materials can be delivered through broadcast radio and television, videotape, interactive telephone, satellite, cable or Integrated Service Digital network (ISDN) lines. Many would be distance learners in Nigeria have access to radio, television, and videotape; this makes these media potential delivery systems for effective and reliable distance education. 8. With the combination of communication and technology tools discussed earlier the delivery of distance education may be effective. This can be ensured through integrated involvement of all stakeholders and effective planning to ensure successful implementation of the distance learning programme in Nigeria. In concluding this contemporized issue, which is the distance education, it can be said that, distance education has come of age in industrialized society; Nigeria can also make a success of the programme with adequate planning and Conscious efforts to achieve success. Kaufman, Watkins, and Guerra, (2001) have suggested the framework for strategic planning, needs assessments and decisions making to achieve this success in distance education. In planning, distance education will not be considered as a cost saving device, but rather as a means of increasing access to education. Therefore, outputs, products, processes and inputs are considered on definable problems and students' needs. Strategic alliance should be developed with Conventional institutions, including libraries; media services, computer services, including input from business/industry representatives, community leaders and potential students. Adequate technical support should be provided, because of the vital link of technology in course delivery and support services for students. Technical support should be available for needed hardware and software maintenance and upgrade. Thus, technical support should be available for planning, implementation and troubleshooting when technical problems occur (Willis, 1998). Provide opportunity for staff growth and development in line with new developments and develop effective evaluation for distant sites and students. This is critical as a feedback tool for students for formative and summative dimensions as well as quantitative and qualitative components (Wills, 1998). Since effective implementation is content specific it is important to understand the unique characteristics and constraints of distance education within the context of Nigeria and the envisaged audience. Since distance education lacks the face-to-face contact in conventional education, necessary infrastructures, equipment and fund must be available to provide means of communication with students and offering counseling services to them. Such means should not only be for the delivery of instructional contents to students but also for guidance, time management techniques, technology training and assistance, and also initiatives to guard and encourage students' progress. (Huang, 2000, de Wolf, 1996).