Instructional technology in higher education: A case of selected universities in the Niger Delta

dc.creator	Nwachukwu Prince OLOLUBE
dc.creator	Paul EKE
dc.creator	Michael Chukwuwieke UZORKA
dc.creator	Nkereuwem Stephen EKPENYONG
dc.creator	Ngboawaji Daniel NTE
dc.date	2009-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:20:21Z
dc.date.available	2015-07-20T22:20:21Z
dc.identifier	1609-4913
dc.identifier	https://doaj.org/article/bc1966067538457a8e269c9a00099b47
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20066
dc.description	This article examines the effectiveness of instructional technology in higher education institutions in relation to the role and usage of Information Communication Technology (ICT), its effectiveness in faculty teaching and its impact on student learning in universities in the Niger Delta of Nigeria. This study applied the Need Assessment Approach (NAA). A self-designed questionnaire, that employed benchmarks from similar studies conducted in the West, was used to collect data for this study. One hundred and twenty five (n = 125) respondents participated in the study. The results suggest that there are significant relationships between the impact of instructional technology, the usage of instructional technology and students’ academic achievement. An absence of ICT instructional materials, ineffective policy implementation and a lack of other resources (infrastructures) to aid teaching and learning are responsible for short comings in the effective implementation of ICT in education. The study revealed that experience makes it easier to employ and exhibit greater proficiency when using ICT instructional material in the teaching and learning process. The findings and nature of this study bare implications for higher education administrators, faculty and researchers. By design, this research was based on a narrow field of literature and a small sample size. Consequently, it is recommended that further studies are based on a more widespread survey of literature and a larger sample size, which might also involve multiple case studies.
dc.language	English
dc.language	Chinese
dc.publisher	Hong Kong Institute of Education
dc.relation	http://www.ied.edu.hk/apfslt/v10_issue2/ololube/
dc.relation	https://doaj.org/toc/1609-4913
dc.source	Asia-Pacific Forum on Science Learning and Teaching, Vol 10, Iss 2, p 7 (2009)
dc.subject	Instructional technology
dc.subject	effectiveness
dc.subject	higher education
dc.subject	attitude and anxiety
dc.subject	universities
dc.subject	Niger Delta.
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Instructional technology in higher education: A case of selected universities in the Niger Delta
dc.type	article