THE LEVEL OF APPLICATION OF VIRTUAL LEARNING PEDAGOGICAL DESIGN

BY BUSINESS EDUCATORS IN TERTIARY INSTITUTIONS IN ABIA STATE

ABSTRACT

This research project focuses on assessing the level of application of virtual learning
pedagogical design by business educators in tertiary institutions in Abia State. The
study aims to evaluate the extent to which business educators utilize effective
pedagogical strategies in virtual learning environments, considering the increasing
reliance on online education due to the COVID-19 pandemic. The population comprised
350 final years and 515 penultimate students in five tertiary institutions in Abia State. A
sample size of 250 students was selected for the study using a simple random sampling
technique. A structured and validated questionnaire on a four-point rating scale
containing 48 items was used for data collection. Data collected were analyzed using
mean and standard deviation to answer the research questions while a t-test was used
to test the hypotheses at a 0.05 level of significance. The analysis was carried out using
SPSS version 23.0. Findings revealed that students sometimes use virtual learning
services in learning, but virtual learning services were not adequately available in
tertiary institutions. Students’ competency in internet usage was fair and that virtual
learning service delivery is constrained by a lot of factors. Therefore, it was
recommended among others that, Administrators of tertiary institutions in collaboration
with the private sector should provide more virtual learning resources to tertiary
institutions so as to facilitate the training of students in skills needed to use virtual
learning services in the process of learning. The findings will inform educators about the
importance of effective pedagogical strategies in virtual learning environments, enabling
them to enhance their instructional practices and improve student learning outcomes.

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 CHAPTER ONE

GENERAL INTRODUCTION

Background of the Study

The 21st century has seen significant advancements in virtual learning technologies,

particularly electronic learning. Electronic facilities in education have become one of the

most critical and widely discussed topics in contemporary educational policy. In

developed nations, learning is facilitated by easy access to virtual learning tools such as

computers, internet services, websites, blogs, and video/text chats. Platforms like

Facebook, Twitter, email, video/audio podcasts, and other electronic devices are

commonly used. In Nigeria, tertiary institutions were initially created to provide quality

higher education that fosters the creation of new knowledge, innovation, and

technologies for individual socio-economic development and national well-being.

Regardless of its type or stage, the essence of quality education is to produce functional

citizens equipped with relevant knowledge, values, attitudes, and skills. This enables

them to be useful to themselves and contribute meaningfully to society. The primary

goal of quality education is to ensure the acquisition of appropriate and relevant

knowledge, skills, competencies, values, and attitudes by those who engage in these

educational processes.

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The current state of the tertiary education system in Nigeria deviates significantly from

the founding fathers' ideals. It is generally under-resourced and characterized by a

declining interest in reading, a poor attitude towards learning, and weak research

orientation (Asuquo, 2015). This unfortunate situation can be partly attributed to the

outdated methods of instruction and stagnant educational processes in most tertiary

institutions, which have remained largely unchanged and obsolete. This has resulted in

the production of largely illiterate, poorly prepared, and less competent graduates

(Asuquo & Eyo, 2017). This issue arises at a time when education is increasingly

recognized globally as a vital channel for preparing young people for productive and

prosperous adult lives. In progressive societies, education includes a solid foundation in

literacy, numeracy, lifelong learning, equal opportunities, personal fulfillment, quality of

life, social cohesion, critical thinking, and social skills, all of which contribute to

responsible citizenship (Asuquo, 2017).

The emergence and widespread adoption of new technologies have significantly

impacted our daily lives and activities. For over two decades, electronic devices and

systems have influenced various aspects of life, including values, beliefs, culture,

religion, and overall lifestyle. The impact of these technologies is evident in all

functional sectors of Nigerian society, such as commerce, industry, manufacturing, and

education. While many societies globally have adopted these technologies to address

contemporary challenges and adapt their educational systems accordingly, Nigeria has

yet to fully embrace them. Virtual learning resources present a powerful tool to enhance

and support the teaching and learning process in tertiary institutions. They should be

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integrated into all areas of teaching and learning, particularly as the world recognizes

their potential to meet educational challenges. The application of virtual learning

resources in education service delivery is essential, especially in Nigeria, where there is

a growing emphasis on technological development.

The traditional teacher-centered approach to learning in tertiary institutions, which

relies heavily on lectures and rote memorization, has been criticized for its limitations in

fostering critical thinking, problem-solving skills, and student engagement. This

approach often fails to cater to the diverse learning styles of students and can result in

a passive learning experience. The emergence of virtual learning environments (VLEs)

offers a compelling alternative. VLEs provide a dynamic and interactive platform for

delivering educational content, allowing for a more learner-centered approach. These

environments can incorporate multimedia elements, simulations, and collaborative

activities, promoting deeper understanding and knowledge retention. The COVID-19

pandemic further accelerated the adoption of virtual learning, demonstrating its

potential to ensure educational continuity even in disruptive circumstances.

Ozioma and Offordile (2011) noted that educators can create focused and relevant

assignments for discussions between students and teachers using virtual learning tools.

Abioye (2010) highlighted that virtual learning devices such as the web, internet,

multimedia, computers, projectors, and televisions provide easy access to quality

learning materials and significantly enhance the learning process. Virtual learning

services encompass web-based learning, computer-based training, virtual classrooms,

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and digital collaborations, with content delivered via the internet, intranet/extranet,

video or audio tape, satellite TV, CD ROM, etc. (Wikipedia). These services can be self-

paced or instructor-led and include various media forms like text, images, animation,

streaming video, and audio. The importance of virtual learning in curriculum

implementation is recognized by the FGN (2014), which states that the government will

provide the necessary infrastructure to promote virtual learning. Nwokike (2010)

explained that virtual learning services involve the use of computers and network-

enabled knowledge transfer, with education delivery shifting towards a digital system.

According to Kassa and Baiungwa (2013), virtual learning encompasses all ICT

technologies, networks, the internet, and other electronic media used to enhance

teaching and learning. Thus, virtual learning resources describe educational technology

that supports learning and teaching electronically or technologically (Parks, 2013).

Advances in internet and multimedia technologies are fundamental to virtual learning,

with consulting, content, technologies, services, and support identified as the five key

sectors of the virtual learning industry (European Commission, 2000). In education,

modern technologies such as computers, digital technology, networked digital devices

(e.g., the internet), and related software and courseware are utilized.

Regardless of the educational level or stage, virtual learning resources can be adopted

and applied in education to enhance counseling skills and the teaching and learning of

undergraduates in Nigeria’s tertiary institutions. These resources are learner-centered,

learner-controlled, and allow self-paced education processes, enabling learners to work

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at their own pace and convenience (Eke, 2011). This approach aligns with the shift

from teacher-centered to learner-centered education (Kassa & Balunywa, 2013). The

extent to which virtual learning resources supplement or replace other teaching

methods varies, ranging from minimal to fully online distance learning (Bates and Poole,

2013). Kozma (2005) observed that virtual learning is now seen as a primary driver of

economic development and social change worldwide. It has the potential to restructure

organizations, promote collaboration, increase democratic participation, and improve

the transparency and responsiveness of governmental agencies. Additionally, it can

make education and healthcare more accessible, foster creativity, and enhance social

integration among individuals of different abilities and cultural backgrounds. Farrel and

Shafika (2007) also noted that virtual learning could be a crucial tool for initiating and

sustaining educational reform efforts in Africa. However, the benefits of these

technologies cannot be realized if the necessary facilities are unavailable, inadequate, or

outdated. Similarly, if available resources are not utilized, their potential benefits cannot

be achieved. However, simply incorporating technology into education doesn't

guarantee effective learning outcomes. Effective virtual learning requires a well-

designed pedagogical approach that leverages the unique affordances of VLEs. A crucial

question arises: to what extent are business educators in tertiary institutions in Abia

State applying virtual learning pedagogical design principles in their teaching?

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 Statement of the Problem

Traditional pedagogical methods in business education often lead to limited student

engagement and a disconnect between theoretical knowledge and practical application.

Lectures can be passive and fail to cater to diverse learning styles. Additionally,

traditional methods may not adequately equip students with the digital literacy skills

increasingly demanded by the modern workplace. Virtual learning offers a solution by

providing interactive learning environments and fostering collaboration. However, the

effectiveness of virtual learning hinges on the application of sound pedagogical design

principles. A lack of understanding or training in these principles could hinder the full

potential of VLEs in business education.

This research seeks to address this gap by investigating the level of application of

virtual learning pedagogical design by business educators in tertiary institutions within

Abia State.

Aims and Objectives

The aim of this research is to investigate the level of application of virtual learning

pedagogical design by business educators in tertiary institutions in Abia State.

The specific objectives are:

1. Ascertain the availability of various virtual learning services available to business

educators in tertiary institutions in Abia state.

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2. Determine how often students use virtual learning services in learning in tertiary

institutions in Abia state.

Research Questions

The following research questions guided the study:

1. What are the various virtual learning services available to business educators in tertiary

institutions in Abia state?

2. How often do students use virtual learning services in learning in tertiary institutions in

Abia state?

Research Hypotheses

The following null hypotheses were tested at 0.05 level of significance.

 There is no significant difference in the mean ratings of business educators regarding

various virtual learning services available to business educators in tertiary institutions

in Abia state.

 Male and female students do not differ significantly in their mean ratings regarding the

various virtual learning services available to business educators in tertiary institutions

in Abia state.

Significance of the Study

This research has significant implications for educators, students, policymakers, and

researchers:

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  Educators: The findings can inform professional development programs to

equip business educators with the knowledge and skills necessary for effective

virtual learning pedagogy.

 Students: Improved virtual learning design can lead to a more engaging and

effective learning experience, fostering deeper understanding and knowledge

retention for business students.

 Policymakers: This research can inform policy decisions regarding the

development and implementation of virtual learning initiatives in tertiary

institutions within Abia State.

 Researchers: The study contributes to the ongoing body of research on virtual

learning pedagogy in business education, offering insights into the specific

context of Abia State.

Scope of the Study

This study focuses on the level of application of virtual learning pedagogical design by

business educators in public and private tertiary institutions within Abia State, Nigeria.

The research will target business educators across various business disciplines.

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Definition of Terms

In order to achieve the objective of this research, the following terms will be specifically

designed:

 Virtual Learning Environment (VLE): A web-based platform that facilitates

online learning experiences.

 Virtual Learning Pedagogical Design: The application of pedagogical

principles specifically tailored to virtual learning environments.

 Business Education: The academic discipline that focuses on the theoretical

and practical aspects of business operations and management.

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 CHAPTER TWO

LITERATURE REVIEW

Concept of Virtual Learning

Virtual learning is the process of using online classroom environments to

disseminate information. Virtual teaching and learning processes involve some

digital technologies that permit teachers and students not to necessarily be present

in the same room. It is the only mode of teaching that can be of help in passing

instructions to students in a time like this that social distancing is of utmost

important (Miks and Mcilwaine 2020; Agbele and Oyelade 2020). Before the current

COVID-19 crisis, digital technologies have also allowed people to move much of

their lives such as health, education, social and economic life online (Cojocariu,

2014). Mostly, virtual teaching, open teaching, web-based teaching, computer-

mediated teaching, blended teaching etc. have in common the ability to use a

computer/mobile phone connected to a network or radio/television set that offers

the possibility to teach from anywhere, at any time, in any rhythm, and by any

means (Singh and Thurman, 2019). In such a leaning environment, students can be

at home or somewhere else and still enjoy the lesson (McBrien, Cheng, and Jones,

2009).

Virtual teaching and learning environment can be in two forms namely: the

synchronous learning environment and (Almaiah, Al-Khasawneh, and Althunibat,

2020) the asynchronous learning environment. The synchronous learning

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environment is structured in a way that students attend live lectures, there are real-

time interactions between educators and learners, and there is a possibility of

instant feedback. Synchronous learning can provide a lot of opportunities for social

interaction (Littlefield, 2018). On the other hand, asynchronous learning

environments are not properly structured as learning content and is not available in

the form of live lectures or classes; it is available at different learning systems and

forums. Also, instant feedback and immediate response are not possible under such

an environment (Ayebi-Arthur, 2017). Virtual learning has played a vital role in the

past as it has helped some institutions to overcome the barrier of educational

continuity in the time of global crisis (Cojocariu, 2014). For instance, it was online

teaching that University of Camerino resorted to when earthquake destroyed almost

all their infrastructure and face-to-face interactions were not possible (Singh and

Thurman, 2019). Virtual learning also helped University of Canterbury to operate

when it was faced with a great earthquake in 2011 (Ayebi-Arthur, 2017). Recently,

this disaster is in the form of Covid-19 which has made all schools, colleges, and

universities to shut down so as to curb further spread of the virus. Many academic

institutions, proprietors, State and Federal Governments are, therefore, seeking the

help of online education so that teaching and learning processes are not further

hampered. For instance, some state governments such as Lagos, Abia, Enugu,

Ondo, Akwa Ibom, Nasarawa, Imo as well as Ekiti States in Nigeria proffered online-

virtual education as the possible way out (Agbele and Oyelade 2020).

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In general, a complete virtual learning program requires an elaborate lesson plan

design, teaching materials such as audio and video contents, as well as

technological support teams. In addition, some schools, especially private schools

make use of some online applications to engage their students while the school

doors were physically closed. There are several of such online tools available which

are important for an effective and efficient learning environment. Educators can use

a combination of audio, videos, and text which is embedded in virtual learning to

reach out to their students in order to maintain a human touch to their lectures

(Jones, & Blankenship, 2017). This also help in creating a collaborative and

interactive learning environment where students can give their immediate feedback,

ask queries, and learn interestingly.

Okpechi, Denwigwe, Asuquo, Abuo, and Unimna (2018) have expressed the fear that

virtual learning resources may be available in the library and identified in the

bibliography of the library as relevant to one’s subject of interest, but the user may not

be aware or let alone able to use them. The author went further to suggest that the

more aware students are, and accessible information resources are the more likely

they are to be used. This connotes that awareness of the availability and access to the

resources are critical determinants of their usability. In particular, and as usual in the

case ofthe introduction of new schemes or innovations, students may find it difficult to

migrate from the traditional learning mode to the use of new e-learning resources

(Asuquo, 2017). Clearly then, different people from different backgrounds exhibit

different attitudes to certain things, issues, and objects especially when it has to do

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with being receptive to change. Nwaoku (2005) stated that attitudes that define

awareness, usability, and accessibility have cognitive and mental components made up

of concepts and beliefs. He emphasized that in Rivers State where he undertook his

study, accessibility to e-learning resources was insignificant in public schools but a

significant factor in private schools.

Internet competencies are essential for success in the business world, especially in

education. These competencies are useful tools for students to utilize and they need to

be integrated into the curricula at all levels of students education. Murray and Blyth

(2011) affirmed that internet competency is also referred to as computer literacy which

involves the ability of students to use computers at an adequate level for creation,

communication, and collaboration in a literate society. They also posited that it entails

using sub-dimensions such as knowledge of general computing, spreadsheets,

databases, email/internet, and presentation software. The utilization of these computer

devices does not only depend on the student’s ability and skills but the devices have to

be available and accessible to the students for use.

Internet competency is considered a collection of skills pertaining to the use of basic

information in an internet- computer-based environment as well as the knowledge that

relates to the legal and ethical issues and risks of ICT usage (Truyen & Desle, 2009).

Masood, Khan, and Waheed, (2010) posited that the availability of computers in the

teaching-learning process can result in students’ ability to rapidly and effectively

retrieve, analyze, share, and store large volumes of information and ideas. Internet

usage should be appropriately employed in the learning process to help transform

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traditional methods of learning, and improve students’ efficiency and effectiveness in

the classroom. Amenyedzi, Lartey, and Dzomeku (2011) stressed the need for

students to leave school with a deeper understanding of school subjects’ ICT skills.

Oluwagbohunmi (2012) opined that keeping abreast with the changes however,

demands not only sourcing for information but the ability to manipulate facilities that

are necessary for embracing technology in this digital age. This therefore, necessitates

that students be emboldened with the knowledge to be able to boot and use

computers to type, save information retrieve, browse the internet, search for materials

using appropriate search engines, download, upload, and use e-mail to share

information to a whole lot of persons. Internet usage has the capability to prepare

students for a highly skilled workforce that will move the nation to greater heights.

The importance of ICT in curriculum implementation is recognized in Nigeria by the

FRN (2009), which it stated that the government shall provide facilities and necessary

infrastructure for the promotion of ICT and virtual learning services. In a rapidly

changing world of e-commerce, e-government, e-banking, and so on, it has become

necessary for students and educational institutions to imbibe the culture of virtual

learning, especially in education to have the capacity and capability to access and

apply information in the global village. The virtual learning approach has the capacity

to provide a higher interactive potential for users to develop their individual,

intellectual, and creative abilities (Shavinina, 2011).

The application of virtual learning services in education provides productive teaching

and learning to increase people’s creative and intellectual resources especially in

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today’s information society. It also serves as a platform for students to develop

capacities for high quality learning and to increase their ability to innovate (Aduwa-

Ogiegbaen & Iyamu, 2005). Karahocaa (2010) identified some competencies for

effective adoption of virtual learning services by students in education as follows: The

use of online assignment tools; The use of both synchronous communication tools

(such as chatting) and asynchronous communication tools (such as forums and

journals); frequent availability of lecturers online for facilitation and the use of online

journal for reflection and assessment.

Virtual learning in tertiary institutions facilitates students’ self-learning, supports

students’ group work, and supports laboratory learning tools such as virtual labs

(Michau, Gentil & Barrault, 2011). It is believed that virtual learning services in

education among tertiary institution students in Nigeria provide the opportunity for

them to effectively do their work such as creating visual presentations, presenting

written work, and researching topics.

Oduma (2013) likened virtual learning to utilities like water and electricity which play a

major role in education in tertiary institutions in Nigeria and has impacted the quality

and quantity of teaching and learning in vocational and technical education courses as

well as research in educational methodology to initiate a new era in education. Virtual

learning as a digital tool of ICT has strengthened teaching and learning as it provides

powerful resources and services for students thereby enabling them to meet their

educational needs, It also allows for networking among students and teachers to

facilitate the exchange of ideas and improve opportunities for connecting tertiary

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institutions to the world as learning is expanded beyond the classroom, so real-life

context can be established (Dotimi & Hamilton-Ekeke, 2013). Etim, Akpan, and Ibok

(2013) defined virtual learning as the interconnection of the system of subsystems of

equipment that is used in the automatic acquisition, storage, manipulation,

management, movement, control, display, switching, interchange, transmission or

reception of data or information. Virtual learning content is delivered via the internet,

intranet/extranet, audio or video tape, satellite TV, and CD-ROM.

Challenges Facing Virtual Learning in Tertiary Institutions

The following are some of the key challenges that have been identified as regarding

virtual learning in tertiary institutions in Nigeria:

1. Limited accessibility and network connection: Several research studies

indicates that lack of access to resources, including home access, is another

complex challenge that prevent teachers from integrating new technologies such

as virtual learning technology into education. Unavailability of proper digital

tools, internet connections or Wi-Fi connections can cause a lot of setback of

which many students might lose out from the learning process.

2. Lack of technical know-how on the part of the teachers and students:

Technical difficulties has been among the major challenge of virtual learning in

Anambra state and Nigeria at large as it tends to hinder or slow-down the

teaching–learning process. Teachers in the form of facilitators face a lot of

troubles while working or preparing for online virtual lesson because some of

them lack adequate technical training (Agbele, and Oyelade, 2020). Students

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 may also face some challenges in assessing the online lessons as most of them

are not technically oriented.

3. Time consuming: A lot of time is involved in online teaching. A considerable

amount of investment is needed for getting the devices and equipment,

maintaining the equipment, training the human resources, and developing the

online content for virtual presentation.

4. Inadequate electric power supply: poor power supply being experienced

across the country is one of the challenges that rendered virtual teaching and

learning programs ineffective in Nigeria. Students who live in the urban centers

who are expected to have adequate power supply cannot boost of having it for

at least 3 hours a day. On the other hand, there are thousands of students who

cannot partake in virtual learning because they live in rural areas that do not

have means of power supply at all (Ayebi-Arthur, 2017: Agbele, & Oyelade,

2020).

5. Slow learners: One of the weaknesses of virtual learning is that there is no

direct communication between the learner and the educator. All students and

learners are not the same, there are variations in their level of confidence,

capabilities as well as understanding (Agbele, Oyelade, and Oluwatuyi, 2020).

Some students who are slow learners may not comprehend easily without the

teacher being around to put them through. Some of these slow learners depends

on their friends to re-explain the concepts of what has been taught by the

teacher, but now that they are isolated from others how will they manage the

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 situation? These learners may never catch up with their peers and they will

continue to feel the effect of this gap long after the pandemic has ended

(Parkes, Stein, and Reading, 2015).

6. Flexibility nature of online education: Lack of personal attention on

the side of students is a huge challenge facing virtual learning. Virtual teaching is

too flexible that lazy students may never find time to do it. Also, there is a low-

level of readiness and seriousness among the students when it comes to finding

time to attend online virtual class. Teachers are not visible to supervise and

monitor what they are teaching, therefore students are free to do whatever they

like with their time. Unless some students are being monitored by their parents,

they will not be committed to virtual learning, instead their attention may be

diverted and use the virtual learning period for other things like chatting with

friends, watching movies, playing games etc.

7. Difficulty in assessing the students: Most of the schools that partook in

online teaching during the lockdown foundd it difficult to assess their students

(Watson, and Sottile, 2010).When the teacher give assignment, how will he mark

it and feed the students back except the assessment questions are objective.

Some universities that use online medium to teach their students could not

conduct examinations (Agbele, Oyelade, and Oluwatuyi, 2020). During or after

each online lesson, students and teachers found it difficult to interact by asking

and answering questions.

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 8. Network and internet connectivity problems: Unavailability of proper

digital tools, internet connections or Wi-Fi connections can cause a lot of setback

due to which many students might lose out from the learning process. Digital

equity is very crucial in this tough time but unfortunately, it is not every teacher

and student that have access to digital services (Sambo, Ibrahim, & Oyelade,

2020).Virtual learning often requires a good and strong connection both for the

educators and the learners, hence the low level of bandwidth connection is a

fundamental limitation.

9. Lack of conducive environments for learning: Lack of conducive learning

environments for students is a major setback to virtual learning program as

students are easily distracted by noise and many other activities going on in their

surroundings and could affect their academic performance

[63]. Obed, Oyelade and Lateef, (2018) in Agbele, & Oyelade, (2020) opined

that learning environment affects a child's ability to learn, and could be the

determinative factor for some children as to whether they succeed or fail.

Way Forward on Virtual Learning in Tertiary Institutions

Federal government needs to pay better attention to the development of the education

sector as a fundamental component of the country's human capital development.

a. Improved funding to the educational sector: There is urgent need to

increase funding of the education sector of the economy in other to improve the

educational quality an opportunities the nation. Starting from the federal

government to the state government and down to the local government, there is

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 need of increase in funding which will enable schools at all levels to be able to

acquire technological tools such as laptops, iPads, internet-enhanced mobile

phones and data expenses etc. for effective teaching and learning, especially in

this covid-19 period with its attendant push for technology based learning and

communication. Agbele and Oyelade (2020) stated that Nigeria's budgetary

allocation to the education sector has consistently fallen short of the United

Nations Educational Scientific and Cultural Organization (UNESCO)

recommendation of at least 15%. The 2020 budget allocation for education was

N686.8bn, 6.48% of the initial 2020 budget of N10.59 trillion. However, this has

been reduced by 54% despite the increase in the revised 2020 budget to N10.81

trillion.

b. Increase electricity and internet connectivity: The social distancing

requirements brought about by COVID-19 have revealed the need to prioritize

energy development issues in Nigeria (Daniel, 2020). This has implications for

every sector of the economy including education. Improved electricity access and

a stronger bandwidth connection in Nigeria will enhance the practicability of

virtual learning in the country.

c. Training for Lecturers/Instructors: Nigerian educators are generally

inexperienced and lack proper training on the pedagogical approach to virtual

learning.32 The traditional approach is still what is widely practiced in the

country, hence, a re-orientation, computer and internet training, and review of

teaching practices are required to bring teachers up to speed on virtual learning.

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 d. Special attention on education mobile technology: Special attention

should be paid to use in education mobile technology and mobile tools. With the

development of mobile devices and mobile software, students have the

opportunity to use new forms of education. The process of learning becomes

more fascinating, more comfortable. Availability to use mobile technology,

regardless of the location provides significant advantages. Mobile tools and

mobile technology contribute to the expansion of the perception of the material,

stimulate the memory of the learner and develop communication skills (Pandey,

2015).

Theoretical Framework

Online Collaborative Learning (OCL) by Linda Harasim (2012)

Online collaborative learning (OCL) is a theory proposed by Linda Harasim that focuses

on the facilities of the internet to provide learning environments that foster

collaboration and knowledge building. Harasim describes OCL as a new theory of

learning that focuses on collaborative learning, knowledge building, and internet use as

a means to reshape formal, non-formal, and informal education for the Knowledge Age”

(Harasim, 2012).

Harasim sees the benefits of moving teaching and learning to the internet and large-

scale networked education. In some respects, Harasim utilizes Alberto Barabasi’s

position on the power of networks. In OCL, there exist three phases of knowledge

construction through discourse in a group:

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 1. Idea generating: the brainstorming phase, where divergent thoughts are

gathered

2. Idea organizing: the phase where ideas are compared, analyzed, and

categorized through discussion and argument.

3. Intellectual convergence: the phase where intellectual synthesis and

consensus occurs, including agreeing to disagree, usually through an

assignment, essay, or other joint piece of work (Harasim, 2012, p. 82).

OCL also derives from social constructivism, since students are encouraged to

collaboratively solve problems through discourse and where the teacher plays the role

of facilitator as well as learning community member. This is a major aspect of OCL but

also of other constructivist theories where the teacher is not necessarily separate and

apart but rather, an active facilitator of, knowledge building. This theory is related to

this work based on the fact virtual leaning is an aspect of e-learning and online learning

and it will guide in examining the level of application of virtual learning pedagogical

design by business educators in public and private tertiary institutions within Abia State,

Nigeria.

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Empirical Review

This section will focus on past research from various authors related to the research

topic.

Nweke (2013) carried out a study on appraisal of the level of availability and utilization

of ICT facilities in teaching OTM in southeastern polytechnics in Nigeria. The study

adopted a survey design. Five research questions and two null hypotheses guided the

study. The population comprised all 88 OTM lecturers in the six institutions studying

office technology and management in the south eastern polytechnics. Data was

analyzed using mean and standard deviation or the research questions while the t-test

was used for testing the hypotheses. The results showed that ICT for implementation

of OTM programme in polytechnics of southeastern states in Nigeria are available and

utilized at low extent. It also showed that gender do not affect OTM lecturers on the

extent of computer facilities utilization.

Aixia and Wang (2011) investigated the various virtual learning services and critical

factors affecting learners’ satisfaction in virtual learning environment at technical/

vocational schools in China. One thousand students from twenty technical /vocational

schools made up the population of the study. Survey design was adopted for the

study. Six research questions and six null hypotheses were formulated and tested.

Analysis of co-variance was used for data analysis. The findings indicated that the

perception of virtual learning services by students is positively influenced by its

flexibility in knowledge management, time management, and widening access to

information and communication technology (ICTs).

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Several related empirical studies have been carried out on students’ adoption of virtual

learning services in the learning process. Yacob (2012) conducted a study on the

awareness and use of virtual learning services that involved one hundred and fifty

students from TATI University College in Malaysia, four research questions and four

null hypotheses were formulated and tested at 0.05 level of significance. Survey design

was adopted for the study and multiple regression analysis used to analyze the data

collected on the students’ perception in relation to gender, level of study, faculty,

technology usage and awareness of e-learning implementation. The results showed

that male and female students have significant awareness and approach towards e-

learning services in education at TATIUC.

Hamilto-Ekeke and Mbachu (2015) carried out a study on the availability of virtual

learning facilities and their usage by students in government-owned universities in

Rivers State. The study adopted a survey design, three research questions, and three

null hypotheses to guide the study. The population of the study comprised all 158

final-year students in the department of technical and science education. A structured

questionnaire with 33 items was constructed for the study. The results showed that

virtual learning services are always not adequately available for students’ usage and

that the few e-learning services available are not fully utilized by students.

Mehra and Omidian (2011) examined factors that predict students’ ability and

perception to internet services at the Khuzestan province Iran. Five research questions

and five null hypotheses were formulated and tested at 0.05 alpha level. The study

adopted survey design. Seven hundred and fifty students from ten tertiary institutions

25
formed the population of the study. Analysis of variance was used for data analysis.

The results showed that there were five factors that can be used for modeling

students’ ability and perception to internet services in Iranian schools. These factors

are ability towards virtual learning services, perceived usefulness of virtual learning,

perceived ease of virtual learning use, pressure to use virtual learning and availability

of resources needed to use virtual learning facilities. The study showed a relationship

with the current study with respect to ability towards virtual learning (internet),

perceived usefulness of virtual learning resources and pressure to use virtual learning

resources, but differ slightly with the availability of resources needed to use virtual

learning facilities and location.

Atsumbe, Raymond, Enoch, and Duhu (2012) conducted a study on students’

awareness and utilization of virtual learning infrastructure at the federal university of

technology, Minna. Four research questions and four null hypotheses guided the study.

The population of the study was made up of 382 students and 182 lecturers from the

institution. The study adopted a survey method and a questionnaire constructed with

42 items. The results showed virtual learning services are not adequate in the

university for teaching and learning and that lecturers and students have computers

and laptops but do not use them in the teaching-learning process.

Orike, Iyalla and Okereke (2017) conducted a study on competency of business

education students in ICT for learning in tertiary institutions in Rivers State. The

population of the study comprised of all final year business education students from

the two selected institutions. Survey design was adopted for the study. A researcher’s

26
questionnaire was used for data collection. Three research questions and three null

hypotheses guided the study. Data were analyzed using the mean and standard

deviation for research questions while the t-test statistical tool was used for testing

hypotheses. The results showed business education students utilize some ICT tools

while others were not utilized for learning. It also revealed that high cost of

maintenance, lack of ICT facilities were factors challenging the usage of ICT for

learning by business education students.

27
 CHAPTER THEREE

RESEARCH METHODOLOGY

Introduction

This chapter dealt with the methodology, sample and sampling technique, research

instruments, the population of the study, research design, and procedures for data

collection.

Research Design

The design for this study was descriptive survey design. According to Creswell (2009),

survey provides a quantitative or numeric description of trends, attitudes, or perception

of a population by studying a sample population which is essential for the achievement

of a study. Survey design was considered suitable for this study by the researcher

since the study sought to collect data from tertiary institution students and obtain their

views in relation to the use of virtual learning services in education in tertiary

institutions.

Population of the Study

The population of this study consisted of all the350 final year and 515 penultimate

students studying educational courses in the five tertiary institutions in the area of the

study. This figure was supplied by the Heads of Department of education from the five

tertiary institutions in Abia State.

Sample and Sampling Technique

28
A simple random sampling technique was adopted in selecting a total of 250 education

students from the five tertiary institutions for this study to obtain their responses on

the use of virtual learning services in educational departments. This number were

comprised 110males and 140females. Fifty students were drawn from each of the

selected tertiary institutions thereby bringing the total number of students to 250. Out

of this number, 50 students were drawn from the university while 200 were drawn

from colleges of education.

Instrument for Data Collection

The instrument for data collection for this study was a structured questionnaire

developed by the researcher based on the reviewed literature and the research

questions guiding the study. The questionnaire is divided into two sections -A and B.

Section A of the questionnaire was designed to collect information on personal details

of the respondents such as gender, type of institution and level of study. Section B is

subdivided into clusters B1- B4. Cluster- B1 has 10items on various virtual learning

services available in education in tertiary institutions. Cluster- B2 has 13 items on the

use of virtual learning services by students in learning in education in tertiary

institutions. Cluster- B3 has 10 items on students’ competency in the use of internet in

education in tertiary institutions. Cluster- B4 has 15 items eliciting opinions on the

challenges faced with the use of virtual learning services in preparing students for the

world of work in education in tertiary institutions in Abia state. The questionnaire will

be structured on a modified four-point rating scale with response category as “strongly

agree”, “agree”, “disagree” and “strongly disagree”, For clusters B1 and B4, while

29
cluster B2 has response category as Very Often” Often” Fairly often” and Rarely”. B3

has response category as Very competent” Competent” Fairly competent” and not

competent”.

Method of Data Collection

The researcher administered copies of the instrument on the respondents with the help

of two research assistants who were briefed by the researcher concerning the purpose

of the research, response pattern and subject of the study. The researcher and the

research assistants used one week to distribute the instrument to respondents and

another one week for the retrieval of the instrument during which reminders were sent

through bulk short messages and telephone calls.

Method of Data Analysis

The data collected for this study were analyzed using the descriptive statistics of mean

and standard deviation to answer the research questions. The standard deviation was

used to ascertain the homogeneity or otherwise of the respondents’ views. The real

limit of numbers below was used for item-by-item decision and for the clusters.

Inferential statistics of t-test was used to test the null hypotheses at0.05 level of

significance. In testing the null hypotheses, when p-value is less than or equal to 0.05

(P ≤ 0.05), the null hypothesis was rejected otherwise, the null hypothesis was not

rejected.

30
 CHAPTER FOUR

RESULTS AND DISCUSSION

Analysis of Research Questions

Research Question 1

What are the various virtual learning services available to students in school of

education in tertiary institutions in Abia state?

Data collected in respect to this research question were analyzed and the results are

presented in Table 1.

Table 1 Respondents’ mean ratings and standard deviations on various

virtual learning services available to students in school of education in

tertiary institutions N= 242

S/ Items on available Virtual learning services X SD Remarks

3 digital library for learning 2.67 0.4 Agreed

4 Provision of new versions of software 2.37 0.6 Disagreed

5 internet facilities for teaching/learning 2.42 0.6 Disagreed

6 Active involvement of virtual learning services in all school 2.37 0.7 Disagreed

31
 curriculum 0

7 Provision virtual learning services teachers for students by 2.52 0.5 Agreed

school management 0

8 Use of virtual learning facilities in internal communication 2.70 0.6 Agreed

9 Take home assignments in computer lessons 2.52 0.8 Agreed

10 I have computer lessons on the timetable 2.90 0.6 Agreed

11 Greater access to virtual learning facilities by students 2.52 0.6 Agreed

12 Audio tapes are provided for learning 2.55 0.5 Agreed

Cluster Mean 2.3 Disagree

2 d

Data in Table 1show that out of 10 items listed on availability of virtual learning

services, students disagreed that items4, 5 and 6 are available to them with mean

scores ranging from 2.37 to 2.42 while they agreed that the remaining seven items are

available. The cluster mean score of 2.32 shows that on the whole, students in tertiary

institutions in Abia state disagreed that these virtual learning services are available for

32
them. The standard deviations for all the items are within 0.47 to 0.81. This shows that

the respondents are not wide apart in their ratings.

Research Question 2

How often do students use virtual learning services in learning in tertiary institutions in

Abia state?

Data collected in respect to this research question were analyzed and the results are

presented in Table 2.

Table 2 Respondents’ mean ratings and standard deviations on the use of

virtual learning services in learning in tertiary institutions in Abia state N =

242

S/ Items on use of virtual learning services X SD Remarks

13 I access the internet in search of information 2.37 0.4 Sometimes

14 I make use of electronic board for learning 2.45 0.7 Sometimes

15 I use e-mails for sending and receiving messages in the 2.50 0.5 Often

learning process 0

16 I make use of computer systems for processing data 2.37 0.4 Sometimes

17 I make use of CD ROM as supplementary material 1.87 0.7 Sometimes

33
 5

18 I belong to online conferencing and study groups, to share 2.25 0.7 Sometimes

information 7

19 I purchase lecture notes stored in CD ROMS 1.52 0.6 Sometimes

20 I make use of Twitter, Whatsapp etc to receive and send 2.87 0.4 Often

information 6

21 I make use of digital library for learning 2.47 0.5 Sometimes

22 I use personal laptop, modem, flash drives and discs for 2.27 0.5 Sometimes

learning 5

23 I make use of web cam in learning 2.12 0.8 Sometimes

24 I make use of multimedia projectors 2.25 0.6 Sometimes

25 I use online internet computer for learning 2.45 0.5 Sometimes

Cluster mean 2.2 Sometime

9 s

34
Data in Table 2shows that out of 13 items listed on the use of virtual learning services

in learning, respondents indicated that they often use items 15 and 20 in learning with

mean scores ranging between 2.50 to 2.87, while they sometimes use the remaining

11 items with mean scores ranging from 1.52 to 2.47. The cluster mean score of 2.29

shows that overall, students in tertiary institutions in Abia state sometimes use virtual

learning services in learning. The standard deviations for all the items are within 0.46

to 0.85. This shows that the respondents are not wide apart in their ratings.

RESULT OF TEST OF HYPOTHESES

Hypothesis 1

There is no significant difference in the mean ratings of business educators regarding

various virtual learning services available to students in tertiary institutions in Abia

state.

Data obtained in respect of the first hypothesis were analyzed and presented in Table

3.

Table 3 t-test summary of the analysis of university and College of

education students regarding various virtual learning services available in

their schools

Type of Tertiary

Institution N X SD df Sig. P-value Decision

University 50 29.383 3.012 240 0.82 0.05 Not

Significant

35
College of Education 192 30.13 2.69

Table 3 shows that the significant value of 0. 82 is greater than the p -value of 0.05

(0.82> 0.05) at 240 degrees of freedom. This means that there is no significant

difference in the mean ratings of business educators regarding various virtual learning

services available in tertiary institutions in Abia state. Therefore, the null hypothesis is

accepted.

Hypothesis 2

Male and female students do not differ significantly in their mean ratings regarding

various virtual learning services available to students in tertiary institutions in Abia

state.

Data obtained in respect of the second hypothesis were analyzed and presented in

Table 4.

Table 4 t-test summary of analysis of male and female students regarding

various virtual learning services available

Gender N x̄ SD df Sig. P-value Decision

Male 109 29.5 22.65 240 0.51 0.05 Not Significant

Female 133 30.00 3.09

Table 4 shows that the significant value of 0. 51 is greater than the p -value of 0.05

(0.51> 0.05) at 240 degrees of freedom. This means that male and female students

did not differ significantly in their mean ratings on various forms of virtual learning

services available in tertiary institutions in Abia state. Therefore, the null hypothesis is

accepted.

36
 SUMMARY OF FINDINGS

From the results of the analysis presented, the findings of the study are summarized as

follows:

1. Virtual learning services are not adequately available to students in tertiary institutions

in Abia state.

2. Type of institution and gender did not significantly influence students mean ratings in

this regard.

Discussion of Findings

The findings of the study showed that students sometimes used virtual learning

services in learning in tertiary institutions in Abia state. The findings of this study are in

line with Hamilton-Ekeke and Mbachu (2015) which showed that virtual learning

services are sometimes used by undergraduate students for enhancing learning.

Hamilton-Ekeke and Mbachu stated that while virtual learning resources are not

adequately available in tertiary institutions in Nigeria, few available ones are not often

used by these students. This supports the earlier findings of Atsumbe, Raymond,

Enoch and Duhu (2012) and Shahadat, Muhbub and Clement (2012) that

undergraduate students do not use virtual learning services for learning as expected.

In contrast, Bupo (2015) revealed that students often utilize virtual learning in the

educational process; this can only be achieved when the facilities are available.

The fact that students in tertiary institutions in the area of the study do not very often

or often use these virtual learning services listed in learning is surprising considering

the benefits accruable from effective use of virtual learning resources in the

37
educational process. According to Atsumbeet al. (2015), virtual learning services can

help to promote new methods of learning (teaching and learning), and to improve

communication, problem-solving and lifelong learning. Vogot (2013) stated that the

use of virtual learning services by undergraduate students can help to enrich learning

content, enhance wider access to the information resource, and improve the quality of

their academic performance. Further, Wodi (2009) reported that students’ usage level

of virtual learning is low when compared to their counterparts in developed countries

such as Japan and China. Wodi pointed out that students in tertiary institutions must

use virtual learning services more for them to effectively appreciate the benefit of

programmed instruction. However, the findings of this study disagree with that of

Yacob (2012) which revealed that students’ usage of virtual learning services for

learning is high.

Additionally, the test of the first hypothesis revealed that type of institution did not

significantly influence the mean ratings of students regarding the usage of virtual

learning services for instruction in tertiary institutions. This supports the finding of

Ogedebe (2012) which reported that students’ usage of virtual learning services for

learning in various tertiary institutions in Nigeria is still low. Similarly, the test of the

second hypothesis disclosed that gender did not significantly influence male and

female students’ mean ratings regarding the usage of virtual learning services for

instruction in tertiary institutions. This finding disagrees with that of Sanni (2009) who

reported that gender difference agrees with virtual learning services in learning. Liaw

38
and Huang (2011) also found that male students had more positive virtual learning

perceptions and usage behaviour than their female counterparts.

CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

Conclusion

This research focused on the level of application of virtual learning pedagogical design

by business educators in public and private tertiary institutions within Abia State,

39
Nigeria. This study discovered that the use of virtual learning services by

undergraduate students was low due to insufficient availability of virtual learning

services in tertiary institutions programmes as well as students’ fair competencies in

using virtual learning resources such as the internet for learning. It also revealed that

students acknowledged constraints to the effective use of virtual learning services in

the teaching and learning process. In light of these findings, the researcher concludes

that there are significant challenges to virtual learning service delivery in tertiary

institutions in Abia state. Therefore, to realize the full potential of virtual learning

services in these institutions, more still need to be done by stakeholders to ensure that

virtual learning service is available and utilized by students to improve their learning.

Implications of the Study

The findings of this study have some educational implications for curriculum review,

ICT infrastructural upgrade, human capital development and instructional strategies.

The findings revealed that students sometimes use virtual learning services in

learning. This implies that students are not taking advantage of the benefits of virtual

learning services to improve their acquisition of knowledge, skills, attitudes, and

competencies needed to be gainfully employed either as employees or self-employed.

It also implies that tertiary institutions in Abia state are lagging in the implementation

of virtual learning services in instructional delivery.

The findings of the study also disclosed that virtual learning services were not

sufficiently available in the tertiary institutions covered. This implies thatthe delivery of

programme in equipping students with relevant virtual learning competencies for

40
 employment or self-reliance is falling below expectations as lecturers do not have

these new technologies in their departments and do not integrate them for

instructional delivery. It also implies that government and the private sectors are not

doing enough in the area of supplying virtual learning resources to various

departments in tertiary institutions in Abia state.

Recommendations

Based on the findings of this study, the following recommendations were made

1. The Federal and State Government should take an urgent step in providing technical

resources and improving internet connection for ensuring uninterrupted online

education in Abia state to fulfill the education needs of tertiary institutions level of

students.

2. Administrators of tertiary institutions in collaboration with the private sector should

provide more virtual learning resources to various institutions in the State so as to

facilitate the training of students in skills needed to use virtual learning services

equipment while still in school so as to have the knowledge of the needed skills

involved in learning through virtual learning.

3. Government should provide fund to all the local governments in the state so as to

enable them to acquire more virtual learning resources for various students in their

localities to facilitate teaching and learning.

4. The government of Nigeria should provide digital libraries with server for storage,

retrieval, uploading and downloading of information in all the rural and township areas

for easy teaching assessment by the students.

41
5. The federal government and the state government should employ technologists and

technicians to take care of internet facilities and equipment in all local government

areas various states in order to carry out daily routine repairs and maintenance of

these services.

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APPENDIX

RESEARCH QUESTIONNIARE

Questionnaire Title:

Level of Application of Virtual Learning Pedagogical Design by Business

Educators in Tertiary Institutions in Abia State

48
 Instructions:

Dear Respondent,

We are conducting a study on the application of virtual learning pedagogical design by

business educators in tertiary institutions in Abia State. Your participation in this survey

will provide valuable insights into the availability and usage of virtual learning services.

Please respond to each item based on your experience and understanding. Your

responses will be kept confidential and used solely for academic purposes.

Thank you for your cooperation.

Demographic Information:

1. Gender:

 Male

 Female

2. Age:

 18-25

 26-35

 36-45

 46 and above

3. Level of Study:

49
 Undergraduate

 Postgraduate

4. Field of Study:

 Business Education

 Other (Please specify: ___________)

5. Name of Institution:

Part A: Availability of Virtual Learning Services

Research Question 1: What are the various virtual learning services available

to students in school of education in tertiary institutions in Abia State?

Please rate the availability of the following virtual learning services using the scale: 1 =

Strongly Disagree, 2 = Disagree, 3 = Agree, 4 = Strongly Agree

S/N Items on available Virtual Learning Services Rating

1 Digital library for learning

50
S/N Items on available Virtual Learning Services Rating

2 Provision of new versions of software

3 Internet facilities for teaching/learning

4 Active involvement of virtual learning services in all school curriculum

5 Provision of virtual learning service teachers for students by school management

6 Use of virtual learning facilities in internal communication

7 Take-home assignments in computer lessons

8 I have computer lessons on the timetable

9 Greater access to virtual learning facilities by students

10 Audio tapes are provided for learning

Part B: Usage of Virtual Learning Services

Research Question 2: How often do students use virtual learning services in

learning in tertiary institutions in Abia State?

Please rate the frequency of your use of the following virtual learning services using the

scale: 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often

51
S/N Items on use of Virtual Learning Services Rating

11 I access the internet in search of information

12 I make use of electronic boards for learning

13 I use emails for sending and receiving messages in the learning process

14 I make use of computer systems for processing data

15 I make use of CD ROMs as supplementary material

16 I belong to online conferencing and study groups to share information

17 I purchase lecture notes stored in CD ROMs

18 I make use of Twitter, WhatsApp, etc., to receive and send information

19 I make use of digital library for learning

20 I use personal laptop, modem, flash drives, and discs for learning

21 I make use of webcam in learning

22 I make use of multimedia projectors

23 I use online internet computer for learning

Thank you for your time and valuable input. Your responses will contribute significantly

to our research.

52
53