3 E-Learning in The Formal Education System: The Enablers, The Challenges And The Cost Implication

Abstract

E-learning has become a necessary part of the education programme for any country that desires to develop a labour force that is not only relevant in the national economy but also in the ICT controlled global economy. E-learning is a capital intensive, internet supported education process because in the school system special provision has to be made to ensure the availability of appropriate infrastructure, computers and other electronic gadgets that are necessary for effective educational participation in the digital world. E-learning in the formal education system in Nigeria is greatly challenged by inadequate funding, dearth of teachers with relevant ICT skills and compounded by irregular electricity supply especially to educational institutions. It is therefore suggested that effective and sustainable e-learning in schools should be supported with adequate budget; electricity supply to schools should be given special consideration by government; and generally, more effort should be placed on continuous ICT training for teachers for sustainable teacher relevance.

Keywords: E-learning, formal education, global economy, human resource relevance, mobile devices, electronic gadgets.

Introduction  

         E–learning is an education method that has gained high level of acceptance and utility in the 21st century. In the formal school system however, e-learning is expected to conform to the curriculum of education at any particular level of education at which the electronic media is applied to the process of teaching and learning. Education in the formal system is organized in such a way that the provision and utilization of instructional resources is expected to conform with laid down rules, instructional methods and education policies and programmes generally. The use of the electronic media to achieve sustainable learning by students in the formal school system requires the establishment of an education environment that supports the use of such media in the teaching-learning process.

The contemporary Nigerian youth strives to learn what ever can be learnt from the internet by using resources that are available to him or her such as the cell phones, laptops and cyber cafés. In the open and uncontrolled learning platform presented by the internet, social and anti-social concepts and attitudes are acquired by unguarded and unguided young minds. It is therefore very important that the e-learning provided in the formal school system gets adequate resource support to ensure the provision of meaningful education with a curriculum–controlled content that can impact positively on the quality of school system products in the digitally controlled socio-economic world of the 21st century. In view of the challenges faced by the formal education system in Nigeria, as in most developing economies of the world, this paper intends to discuss the enablers of e-learning in the formal education system as well as the factors that challenge effective use of the electronic media in the teaching-learning process, considering also the cost implication of the process.

CONCEPTUAL ANALYSIS

This paper is focused on two major concepts namely formal education and e-learning. The conceptual analysis for this paper is therefore on these two concepts.

Formal Education       

Formal education has been defined variously as the type of education that is given in schools. Akpomi (2017) defined it as school – based education. Amaele (2010) is more specific in describing it as the type of education that is given in formal institutions of learning like primary, secondary and tertiary education institutions. Simply put, formal education has conditions of teaching and learning that clearly separates it from the informal and nonformal types of education because it operates on a clearly defined and legally recommended standard. By this standard, education is regarded as formal if teaching is based on a statutory curriculum and teachers are professionally trained, certified, selected and placed in schools to teach the subjects they teach. The other features of education that makes it formal (as opposed to informal and non formal) is that learners are classified by age and by level of learning attained; conditions for learner progression from a lower class of learning to the next higher class are also based on statutory recommendations. Formal education can be rightly described as school-based education because a great percentage of knowledge acquired by learners from such education is given in a geographically delineated and specially prepared environment called school. The smaller percentage of knowledge acquired from outside the school environment is still part of the policy recommendation necessary for effective and full realization of curricular goals. This smaller percentage comes in the form of field trips, excursions and projects; and participation at extra-curricular activities and inter-school competitions; the conditions for which are also part of policy recommendation for all-round personality development.

Formal education in Nigeria is controlled by a policy document titled National Policy on Education, published by the Federal Republic of Nigeria (FRN). This document establishes the goals, content and modus operandi of formal education in Nigeria. It also specifies the number of learners that can be taught by a teacher in any one class for any particular lesson. The content of the policy document in terms of teaching-learning effectiveness also includes number of children that should sit in a class for science or art practicals or for any lesson on practical skill development. It specifically recommends a practical class of not more than 20 learners at a time (FRN, 2014). This policy is the basis for the statutory control of education in the country in terms of content, quality and resource provision at all levels of education. It ensures that education activities in the country are all geared towards national socio-economic development.

E–Learning

         E–learning as part of formal education programme falls under the group of subjects that should have a teacher-pupil ratio of not more than 1:20 if e-lessons are to be taught effectively. This is because e-learning in the contemporary world is computer based. When e-learning is mentioned, what come easily to mind are lessons on the use of computers. This is not wrong but it is only a limited interpretation of e-learning. Nwankwoala (2017), identifying e–learning from a general perspective, defined it as “online education or online learning” (p. 235) but went further to explain that it involves the use of computer to teach part of a lesson or all of it in a school or as part of a mandatory training programme. eLearningNC (no date) is more specific in defining e–learning as any learning process that involves the use of electronic technologies as different from traditional classroom instructional methods and specifically delivered through the internet. This definition is given more details by the Economic Times which defined e–learning as a system of learning that requires the help of electronic resources, which also involves the use of computers but with the internet as a major component of the teaching–learning process. It goes further to describe e–learning as a knowledge and skill transfer process that makes education accessible to a large number of persons and which is network enabled.

A much broader and more encompassing definition of e–learning is provided by Mathaba (2018) as a learning process that entails the use and application of ICT, facilitated by websites, personal computers, cell phones, televisions, radios and other electronic media to improve on the teaching and learning processes. It is generally associated with the internet and web-based instruction. The general consensus on the meaning and scope of e–learning is provided by Amini and Okopi (2018) who described e–learning simply as “online learning” with instruction delivered over the networks and which enables the combination of various instructional resources that can be accommodated within the electronic media, such as texts, graphics as well as audio and video resources. This duo approached the concept of e–learning from the perspective of distance education which does not require face-to-face interaction between students and their teachers. However, the beauty of e-learning in distance education, in today’s digital world, is that time and distance have been bridged in such a way that  learners can have face-to-face interaction with their teachers through video conferencing and video charts. This facilitates closer relationship between learners and their teachers. The learner is by this medium able to identify with his/her teacher in the course of education, in spite of the distance between them.

ENABLERS OF E-LEARNING

The enablers of e–learning consists of the human and material resources that make e–learning possible in the formal school setting. Some of these enablers have been generally identified in the conceptual analysis to include electronic technologies and resources such as the computer, the internet, the World Wide Web and the entire network that can be accessed through the internet. This implies that any electronic gadget that facilitates access to the internet can enable e-learning. Facilities that enable e–learning can then be listed to include smart phones or android phones, tablets, laptops, and various types of computers and accessories. Obafemi (2018) approached e-learning from the use of mobile devices which she described as “compact, light weight, handheld and portable devices” (p. 1178) that perform functions that are usually associated with large computers such as capacity for data storage, processing and information display. Mobile devices that support e-learning were listed by Obafemi to include smart phones, Personal Digital Assistants, Portable Media Players, 1pads, 1pods, netbooks, notebooks, laptops etc.

It is important to note that as much as e–learning can be achieved from the general platform provided by the internet, it can also occur in a carefully organized and teacher–controlled environment, with the right resources. In the achievement of meaningful social and economic development of both the individual and the society, it is important that such learning is ordered to fit into the education goals and curricular of the society.  This gives definite purpose and focus to e-learning and ensures the development of a labour force that is relevant, not just in the local economy but in the global economy as well. It is to this end that this paper is focused on the enablers of e–learning, the challenges and the cost implication in relation to formal education.

E–LEARNING IN SCHOOLS

In the school system, especially at the primary and secondary levels of education, students are prohibited from bringing certain electronic gadgets to school, especially mobile devices. For instance, they are not allowed to use personal cell phones or other mobile devices that promote the use of the social media such as whatsapp, facebook, instagram, messenger etc, no matter how simple. The essence is to avert the distractions that are commonly associated with such gadgets especially for young children. It is therefore expected that in this era of e–learning, e-teaching, e-mailing, e–business, e–trading, computer-based examinations and so on, schools and teachers will be adequately equipped to effectively facilitate e–teaching and e–learning, especially at primary and secondary levels of education.

Conditions for Effective E-learning In Schools

In addition to the presence of computers and access to internet services in schools, the functionality of an e–learning programme is more effectively achieved with the existence of other conditions that make e–learning possible in schools. Some of these conditions include but are not limited to:

• (i) The creation of an environment that supports existence of e–learning facilities in schools. This includes the establishment of an e–library department in addition to the regular library. This will encourage the use of internet based information resources among learners without denying them the opportunity to explore books and journals that exist in hard copies in the regular library.
• (ii) The existence of a regular and reliable source of electricity to ensure that the computers and all associating gadgets are kept in an environment with the required temperature adequately supported with fans or air conditioners. This ensures that the computers are always available for teaching and learning activities.
• (iii) Appropriate furniture and sitting arrangement. In the course of practice, each student is expected to have access to a computer for effective participation. The national policy on education recommends a class size of 20 students to a teacher for effective participation in practical activities (FRN, 2014). By implication, the e–library should have a minimum of 20 computers for effective teaching and sustainable e–learning. Learners should also be comfortably seated for effective participation.
• (iv) Ideally, teachers as facilitators of learning should be adequately equipped with the requisite knowledge to enable them achieve the curricular goals of the subjects they teach. To this end, it is expected that the e-library unit or department in a school should have a supply of appropriately trained teacher librarians that is adequate for the school, depending on the enrolment size of the school. Moreover, the presence of trained teachers is very important in providing basic guidance to help learners stay focused on the essence of the training.

Benefits of E–Learning

The benefits of e–learning in today’s internet controlled economy cannot be over emphasized. The Federal Republic of Nigeria recognizes in articles 29 and 65c of the national policy on education that information technology, especially as we have it today, plays prominent role in the advancement of knowledge and skills that are vital to effective functioning in today’s digital economy (FRN, 2014). As observed by Agabi (2014), the current trend in the use of information and communication technologies gives the 21st century teacher a great advantage over his predecessors “in terms of knowledge accessibility created by the internet” (p. 126). In line with Agabi’s (2014) position, the Economic Times (n.d) agrees that with the network of information provided by the internet, education is made accessible to a large number of persons in different locations at the same time. It goes further to posit that schools that use e–learning are many steps ahead of those that still depend on traditional approach to teaching and learning since students are more likely to retain and remember lessons that are taught with visuals. This is more so because visual images, as provided by e–learning facilities, capture and sustain the attention of learners. In addition, the opportunity for practice provided by the availability of e–learning facilities quickens the pace at which mastery of concepts is achieved.

Studies have also shown that ICT involving the use of the internet is very effective in teaching virtually all school–based subjects both in the Arts and sciences (Niyazazari & Hosseini, 2012). Obafemi (2018) assessed the benefits of mobile devices in the teaching of physics and physics-related subjects in the University of Port Harcourt. The study revealed that the use of mobile devices by indergraduates and lecturers make the teaching and learning of physics interesting, effective and engaging; it also encourage creativity and critical thinking while at the same time enabling mobile and distance learning that promote research.

Enaohwo and Olele’s (2018) study gives credence to Obafemi’s (2018) research finding. Although both studies were focused on the impact of e-learning resources on tertiary education, both studies revealed that appropriate use of e-learning enablers or resources as digital learning tools have significant positive impact on teaching and learning. Enaohwo and Olele (2018) approached e-learning from the perspective of whatsapp as an e-learning tool. With a sample size of 372 drawn from a population of 5315 students of the Faculty of Education in two public universities in Rivers State, using the stratified sampling technique, the duo revealed that video calls are beneficial in group works among students while text messages constitute an important tool of enquiry and information transmission from lecturers. One can deduce from these two related studies that the e-learner needs to attain a given level of physical and mental maturity to meaningful utilize some enablers of digital education for independent studies and group research. This therefore supports the need for the establishment and sustenance of a teacher-controlled environment; and the control of access to and use of mobile devices in primary and secondary schools.

In addition to all these benefits, there is also the financial benefit that is always taken for granted. These financial benefits accrue to the internet user as a result of averted costs of travelling between towns in search of textbooks and research reports; and the cost of purchasing such books and research reports from bookshops. It also includes the inestimable cost of inconveniences averted by accessing vital information from the comfort of the home, the classroom or the office. All that the contemporary researcher requires is access to a computer with internet connection and the right instruction; and he/she gets a plethora of information on the subject of interest. Moreover, the introduction of innovations like video conferencing, video charting, virtual seminars etc, made possible by the internet, bridge the distance between the knowledge facilitator and the learner.

COST IMPLICATION OF E-LEARNING IN SCHOOLS

E–learning is an education process that has innumerable benefits, especially for the well guided, considering that it provides ample opportunity for independent research; it provides education on a variety of school-based subjects; books and journals are made available online at low costs; there also exist websites that provide e-books and a variety of literature that can be accessed at no costs. The fact however remains that for every good thing some kind of price has to be paid. E–learning as part of the formal school system education requires adequate funding to meet the conditions of a formal education programme. For instance, equipping the e–library with the required number of computers that meet the statutory student-teacher ratio, each school would require a minimum of 20 computers at the minimum cost of N250,000 (two hundred and fifty thousand naira) per computer (minimum cost of a brand new laptop), excluding the cost of accessories like the printer and a broad screen required for teaching. Table tops are generally considered cheaper. The school administrator should however aim for durability and effective service in the choice of computer brand for the school.

In equipping the e–library, the school budget should also consider the possibility of providing a supplementary source of electricity to ensure that the room temperature of the e-library unit or the computer laboratory (as the case may be) is maintained to ensure the longevity of ICT equipments in the unit. Air conditioners may be required to keep the room cool at all times. This may require purchasing a standby generator that is powered by either premium motor spirit (PMS) or diesel as the case may be.

The school budget on ICTs for e–learning will be incomplete without provision for the participation of teacher librarians at professional conferences and workshops to enrich and update their knowledge base. The cost of purchasing and maintaining air conditioners for the e-library unit or the computer laboratory as the case may be, should also be included in the budget. In addition to this plethora of costs is the cost of sustaining access to World Wide Web to make internet services readily available for effective teaching and learning.

Public schools are funded by government. As stated in the national policy on education, “government shall provide adequate infrastructure and develop capacity for effective utilization of information technology (IT) to enhance the delivery of basic education in Nigeria” (FRN, 2014 p. 15). By this policy statement, it is assumed that e-learning is fully supported by government funding. The contrary is the case with private primary and secondary schools. Proprietors of private basic schools are expected to bear the full cost of providing e–learning in their schools. It is for this reason that most private schools, especially at the primary level of education do not bother about e–learning in their schools but would rather provide book-based computer education. Generally, one can say that e-learning, as part of the formal education programme, is expensive but the cost implication does not in any way undermine its benefits in developing relevant human resources for the 21st century economy.

CHALLENGES TO E-LEARNING IN SCHOOLS

It is expected that in consideration of the fact that the benefits of e – learning in an organized environment such as the formal school setting outweighs any disadvantages that may be associated with it, it will have little or no challenge as an education programme in formal schooling. Studies have however shown that the reverse is the case. Contrary to expectation, e–learning in formal education is fraught with many challenges. Some of these challenges are identified by Chigozie-Okwum (2018) as problems associated with implementation of ICT programmes in the formal school system and they are listed to include the lack of qualified personnel; high cost of equipment; inadequate supply of electricity; insufficient telecommunication network; and the non-inclusion of ICT programmes in teacher training curricular.

The presence of qualified pensonnel with satisfactory level of proficiency in the use of computers is sacrosanct to effective e-teaching and learning. It is also very important to note that even the best trained expert in the use of digital devices in knowledge sharing will be handicapped in the effort at ensuring e–learning, if he/she does not have a reliable source of energy to power and sustain the functioning of basic gadgets required for sustainable e–learning. As has been explained in the course of this paper, all the gadgets required for e–learning are electricity dependent. Most public schools and private schools, especially at the primary and secondary levels of education in Nigeria and in most sub-Saharan African countries, cannot easily afford the high cost of running a private electricity generator just for the purpose of using and maintaining the e–library and related facilities. In spite of the importance of electrical energy in the use of electronic media in the teaching–learning process, inconsistent and inadequate supply of electricity to schools have remained one of the major challenges to the effective use of electronic gadgets in the achievement of sustainable e–learning in schools.

From the perspective of a professional librarian, Tom-George (2018) reveals that the challenges associated with e–learning is not peculiar to primary and secondary levels of education. Her study on the use of library resources showed that students of Ignatius Ajuru University of Education are aware of the importance of computers and the internet in research and knowledge development but are hindered by the inadequacy of functional computers and irregular internet services.

CONCLUSION

The world in the 21st century has adopted the highly innovative and efficient form of social and economic interaction that has transcended time and space in virtually all areas of human endeavour in the form of information and Communication Technologies (ICTs). The development of human resources and by implication the labour force for any economy that desires to function as part of the global ICT-controlled economy makes e–learning very imperative. The achievement of sustainable human resource relevance in the global economy through formal education makes primary education very important as the starting point of training in the use of ICTs for effective and sustainable e–learning that should progress through subsequent levels of education. However, the implementation of e–learning programmes in schools is greatly hindered by high cost of facility procurement and short supply of personnel with adequate ICT training. This situation is further compounded by irregular supply of electricity and the high cost of maintaining a private electricity generator to sustain the functioning of the computers and their accessories, not counting the cost of sustaining internet services to schools.

SUGGESTIONS

Education has gone global and is no longer country-specific because international barriers to learning have been eliminated by ICTs and internet service providers. The achievement of relevance for indigenous educated human resources in the global economy therefore warrants the following suggestions:

1. E–learning is a relatively new and capital intensive addition to the education curriculum in Nigeria. Catching up with the global trend makes it important that a special budget be made for it every fiscal year. This will ensure that it is adequately funded to meaningfully impact on the quality of human resources developed through formal education.
2. Electricity supply to schools should be given special consideration by government, not just for the purpose of e–learning but also for the sustenance of other aspects of formal education that require the use of electricity in skill development.
3. Teacher training should always precede the application of innovations in the formal school system. A situation in which teachers are expected to teach new subjects without adequate exposure to the content and modus operandi of the new subject is a major hindrance to effective teaching. The shortfall in the supply of teachers with adequate ICT training makes it necessary for any existing supply of teachers in the e-library or the computer laboratory to be exposed to regular participation at e–training work-shops and conferences. Such workshops and conferences should be mandatory for all teachers who teach computer–based subjects. The essence is to achieve sustainable e–learning among students, especially at the primary and secondary school levels.

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Obafemi, D.T.A. (2018). Impact of mobile devices in physics education in University of Port Harcourt, Rivers State. Journal of Education in Developing Areas; 26 (3),1178-1184.

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Tom–George, N.W. (2018). Use of library resources and services for students’ satisfaction in Ignatius Ajuru University of Education, Port Harcourt Rivers State. Journal of Education and Society; 8(2), 209 – 220.

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Correspondence can be directed to:

AGABI, CHINYERE ONYEMAECHI
Dept of Educational Management
Faculty of Education
Ignatius Ajuru University of Education
Rumuolumeni, Port Harcourt, Rivers State, Nigeria
Email: chinyereagabi@yahoo.com