Learners’ readiness for xMOOCs, a variant of MOOCs, mode of teaching-leaning interaction by four categories of university students in Nigeria (Conventional, National Open University of Nigerian, Open Distance learners, and Postgraduate learners) was investigated for possible inequity; using comparative ex post facto research design. Disproportional stratified random sampling was employed to draw a sample of 1200 students for the study. Data were collected with a highly valid (0.721 to 0.891) and reliable (0.832 to 0.880) instrument, dubbed xMOOCs Readiness Indicators. Results demonstrated overwhelming preponderance of Postgraduates’ incomparable superiority over other students across all the eight factors of readiness for xMOOCs (study skills, motivation, self-direction, computer skills, Internet skills, communication skills, self-efficacy, and ICT facilities ownership). There is inequity in Nigeria in terms of university students’ readiness for xMOOCs. While xMOOCs can and should successfully be used for postgraduate programs in Nigeria as the learners are suitably ready for it; the three categories of undergraduate learners’ readiness for xMOOCs demand radical improvement before this swiftly revolutionary educational approach can be adopted optimally fruitfully in the country.
Keywords: Computer Skills, Factor of Readiness, Inequity in Nigeria, Internet skills, MOOCs, Motivation, NOUN, Open Distance Learners, Postgraduate Learners, Readiness for xMOOCs, Study Skills, Undergraduate Learners, xMOOCs
Utilisation of Computer Technology for Academic Work by Lecturers of University Of Jos – Nigeria (Published)
This study which is on the utilization of computer technology for academic work has assessed the computer literacy skills possessed by academic staff members of University of Jos (UNIJOS). It sought to find out the areas they use the computer for academic work as well as the problems affecting them in their quest to utilise the computer. An evaluative design was used for the study with a population of 974 academic staff. A sample size of 97 (10%) of the population was used for the study. The instrument for data collection was questionnaire. In analyzing the data, percentages, mean and frequency tables were used. The findings revealed that lecturers have average level of computer literacy skills and use it only for typing/printing of lecture notes, computing of students’ results, surfing the Internet for information and sending e-mails. However, inadequate funds, inadequate power supply, lack of government sponsorship, time constraints, irregular organization of IT programmes, inadequate Internet cafes, too much work load for academic staff and inadequate computer training centres were discovered to be militating factors. Finally, possible suggestions to overcome the above problems are recommended.