Eze et al.

International Journal of Educational Technology in Higher Education

(2018) 15:34
https://doi.org/10.1186/s41239-018-0116-z

RESEARCH ARTICLE Open Access

The utilisation of e-learning facilities in the

educational delivery system of Nigeria: a
study of M-University
Sunday Chinedu Eze1,3*, Vera Chinwendu Chinedu-Eze2 and Adenike Oluyemi Bello1

* Correspondence: sundayeze2010@
gmail.com Abstract
1
Department of Business
Administration, Landmark University, In spite of the constant innovative approaches adopted by teachers in western
Omu-Aran, Kwara PMB 1001, Nigeria world, traditional approaches to teaching and assessments in Nigeria tertiary
3
Department of Business institutions have constantly been practiced. Most institutions are not able to fully
Administration, Landmark University,
P.M.B 1001 Omu-Aran, Kwara State, utilize e-learning or get full advantages of it. This failure has hindered most teachers
Nigeria in using innovative teaching methodologies in delivering their lectures, and
Full list of author information is undertake rigorous research works. The study examines adoption and utilisation of e-
available at the end of the article
learning facilities by lecturers in Nigerian private tertiary institution. The study
adopted qualitative approach to investigate the adoption and utilisation of e-
learning facilities by lecturers in a Nigerian private tertiary institution using 15 semi-
structured interviews from the academic staff of M-University. Raw data gathered
were analysed using data driven thematic approach (a similar approach to grounded
theory).The findings reveal that M-University’s e-learning facilities are adequate and
accessible to users, and most teachers are comfortable with utilisation of various
facilities during classes compared to most public tertiary institutions although, the
utilisation has not been maximised. However, attitude of users, inadequate internet
facility, inadequate training of users affect the successful adoption. The study
recommends that e-learning facilities should be constantly upgraded, and that M-
University should train their staff continuously to meet the constant advancements
of the e-Learning facilities in order to maximize usage.
Keywords: E-learning adoption, E-learning facilities, Private universities, Nigeria,
Thematic analysis, Education

Introduction
The emergence of information and communication technologies (ICTs) and the ubi-
quitous connectivity of internet and networks improve man’s ingenuity and opportun-
ities given that societies consciously depend on real-time information to be proactive
and to discount the effects of environmental changes (Zhang et al., 2010; Bates and
Jenkins, 2007; Al-Gahtani, 2016; Eze and Chinedu-Eze, 2018). Entities attempt to cope
with disruptive technologies; they make huge investment in the state of the art ICT
platforms owing to the need to build competitive advantage amidst decreasing cost of
technologies in the contemporary information systems (IS) market (Chuang et al.
2009; Bhuasiri et al., 2012; Maldonado et al., 2011; Eze et al., 2013; Awa et al., 2011).
ICT is an agent of socio-economic changes (Al-Gahtani, 2016) and a force for creative
© The Author(s). 2018 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International
License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium,
provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and
indicate if changes were made.
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 2 of 20

destruction in human existence (Wang, 2009; Kotler, 1984), especially in the educa-
tional milieu, where the academia and consultants progressed from providing simple
teaching aids to interactive learning environments. Higher education institutions (HEIs)
have embarked on rigorous programs that promote the use of ICTs for effective contact
and online teaching and learning and for developing cognate skills needed to make
socio-economic contributions in the knowledge world. Scholars (Hu and Hui, 2012;
Bhuasiri et al., 2012; Naqvi, 2007) opine that the IT-based innovations (e.g.,
e-commerce, e-learning, e-payment, e-service, or e-procurement) revolutionize the
HEIs’ competitive landscape and reflect the dramatic evolution from fairly predictable
brick-and mortar affairs to rapidly changing and often more unpredictable environ-
ment. E-learning is one of the most significant educational innovations driven by
expanding array of technology enabled platforms that offer potential learners an alter-
native and innovative learning environment compared with traditional learning and,
thus, represents IT-based innovation in education (Bates, 2007; Wang, 2009).
While some use e-learning to refer to pieces of content packaged using technical in-
frastructures, others consider it an on-line self-study, and yet others see it as encom-
passing on-going learning and joint effort. E-learning or computer-based learning is a
learning process that involves the connection of digitally conveyed content,
system-based administrations and mentoring bolster (Zhang et al., 2010; Markus and
Robey, 1998). With Tom Friedman’s mantra of the world is flat driven by ICT plat-
forms, e-learning salvages HEIs given that they can rarely assemble trainees and stu-
dents at a single location and get them trained on new systems, products or processes.
Further, studies (Keramati et al., 2011; Bhuasiri et al., 2012; Chen and Tseng, 2012;
Ahmed, 2010; Hu and Hui, 2012) show that e-learning adoption by vast number of
HEIs, professional organizations and learners is motivated by geographical and savvy
remote reach, separate learning environment, juicy paybacks/returns, continuous up-
grades of skills within a short time, learners’ control in terms of adaptability, flexibility
and convenience, and cost effectiveness in course/programme delivery and manage-
ment. In the developing countries, HEIs are facing poor funding and dearth of qualified
staff, resources and access to educational materials (Ahmed, 2010; Al-Gahtani, 2016;
Eze et al., 2012) compared to those in the developed economies and they perceive that
e-learning, with all its potentials, pools resources and develops quality materials to alle-
viate the shortcomings of their traditional education strategies and make the HEIs more
competitive since instructors are empowered to exchange their ideas with students de-
void of restrictions on space, time or facilities (Bhuasiri et al., 2012; Bates, 2007; Fu et
al., 2007). However, in spite of the obvious advantages of e-learning adoption in the de-
veloping economies, its adoption is rather too low because of the high illiteracy rate
and poor educational funding by the federal and state government.

Problem statement
In Nigeria, the continual reduction of education budget to abysmal 8% in the 2017
budget and the attendant rationing of funds amongst greater number of public HEIs
amidst stiff competition coming from private HEIs, suggests each HEI should turn to
e-learning as a strategic source of socio-economic sustenance (Aboderin and Kumuyi,
2013). However, in spite of the fact that University of Port Harcourt as one of the first
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 3 of 20

Nigerian universities to venture into e-learning, partnered with the University of

Nairobi, Kenya to launch open and distance learning (ODL) in some specific disciplines
the programme has some difficulties of poor awareness and poor infrastructures and
abysmal management commitment to interactive knowledge environment (Bukhari,
2010). Also, this institution and many others may have suffered limited resources and
awareness, inadequate manpower and training, instability in energy, and poor internet
and network facilities in their bid to exploit complete utilization of e-learning facilities
(Markus and Robey, 1998; Bhuasiri et al., 2012; Bukhari, 2010; Allen and Seaman,
2003). Although, all HEIs in Nigeria have connected to the internet that facilitate
e-payment of school fees, e-library, e-registration, and e-payroll coupled with the con-
stant innovation and the innovative approaches adopted by teachers in western world,
most studies have focused on public HEIs while private HEIs have been largely ignored.
Therefore, traditional approaches to teaching and assessments in these Universities
have been constantly used while e-learning is yet to be used amongst them (Anene et
al., 2014; Bukhari, 2010; Singh and Hardaker 2014). Barriers such as poor awareness,
poor infrastructures and abysmal management commitment to interactive knowledge
environment (Bukhari, 2010) have been hindering most instructors/teachers from using
innovative teaching methodologies in delivering lectures and undertaking rigorous re-
search work (Bukhari, 2010; Singh and Hardaker, 2014; Ahmed, 2010; Hu and Hui,
2012; Fu et al., 2007). Although some universities and more especially the private one-
s(Aboderin and Kumuyi, 2013) are attempting to embrace complete utilization of
e-learning facilities by committing funds for the procurement of these facilities, how-
ever, they have failed to accomplish this objective (Bukhari, 2010).
Therefore, this paper examines the nature of adoption of e-learning facilities and the
critical factors that influence such adoption in a private higher institution in Nigeria.
This is driven by the fact that most studies in Nigeria focused on accessibility of
e-learning facilities, problems and prospect in public institutions (Anene et al., 2014;
Aboderin and Kumuyi, 2013) while its adoption and utilisation in the educational deliv-
ery system of private tertiary institutions in Nigeria have been largely ignored.
Furthermore, most studies (see Zhang et al., 2010; Hu and Hui, 2012; Al-Gahtani,
2016) have sought to regularly adopt quantitative methods, while qualitative and
inductive case study, grounded theory, thematic analysis or sentimental analysis have
been largely ignored. Therefore, more studies are required in this area using a different
methodological approach.

Literature review
The concept of e-learning
The term e-learning defines technology mediated and digitally empowered learning that
utilizes hardware (e.g., PCs, tablets, printer, digital camera, digital videos, scanner, over-
head projector; OHP, and OHP screen), software (operating systems, cloud technolo-
gies, applications (apps), writing, editing, MS Office) and (CD textbooks that fall in the
category of courseware, OERS, e-content) and others (e.g., USB drives, CD-ROM),
whether from a distance or face-to-face classroom setting (PC helped learning), to em-
power teacher to student interactions. Actually, it moves the citadel of learning from
traditional to module-driven, ICT-based customized, adaptable and synergistic learning
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 4 of 20

that involves learners, instructors, facilitators, and specialists (Falana, 2015; Markus and
Robey, 1998; Olojo et al., 2012). While the traditional was teacher focused, the learner
focus is facilitated by technology affordances which empowers learners in sharing and
receiving contents regularly. E-learning encompasses simplified and synergistic PC bol-
stered learning process and appraisal approaches that utilize innovation and other pro-
gramming such as wikis, blogs, podcasts and learning management frameworks (e.g.,
internet and web offices -www) to improve teaching and research (Mahahusudhan,
2008; Nadiu, 2006) and to empower students and teachers to produce, progress, and
share learning contents in a more regular structure (Chiaha et al. 2013).
Studies (e.g., Falana, 2015; Markus and Robey, 1998; Olojo et al., 2012; Sloan et al.,
2014) argue that e-learning is a significant and compelling strategy that should be in-
troduced into institutions’ current learning style and teaching method for students and
for community oriented learning. Markus and Robey (1998) affirms that learning and
mentoring of students are done using the PC as a learning process which involves digit-
ally conveyed contents, system based administrations and coaching support. The use of
e-learning strategy to execute educational contents and modules in Nigeria’s HEIs
makes for educator-student dynamism in the ways of instructing and learning of the
substances (Liverpool et al., 2010). Kajetanowtez and Wierzejewski (2010) perceive
e-learning as productive method that advances self-study cum continuous testing and
developmental assessments which incite legitimate checking of instructive advancement
and periodic accomplishment. General examination report demonstrates that
e-learning gives beneficial outcome on learners’ accomplishments. Garrison and Ander-
son (2003) assert that the utilization of e-learning helps learners’ willingness to learn to
innovate. Learners introduce atmospheres where interests are stirred, creative abilities
invigorated, premiums produced, perspectives developed and states of mind changed
along the lines of achieving the premise for instruction. Asserts that the advantages of
e-learning to organizations and lecturers is that it reduces time and cash, upgrades
image of the institution, advances ceaseless expert advancement of staff, enhances the
nature of education and makes adaptation more powerful.
Richmond (1997) notes that there is a connection between the educational programs
and ICT and that there are three ways technology can impact learning:

 presentation, exhibition and the execution of information utilizing efficiency

devices;
 use of educational modules – particular applications, for example, instructive
games, drills and practice, simulations, instructional exercises, virtual lab
perceptions and illustrations, representations of unique ideas, musical piece and
master frameworks; and
 use of information and assets on CD-Rom, online reference book, intuitive maps
and chart books, electronic diaries and different references.
However, the socio-economic potentials of the teaching methodology of e-learning
precipitate its fast adoption especially in the western world, where many HEIs see
e-learning programmes as cash-cow venture. In addition, as the teaching landscape
is changing rapidly because of the rise in technology in the twenty-first century and
the integration of technologies into the society coupled with access to the internet,
the way teaching is carried out in HEIs has changed especially in the western world.
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 5 of 20

Blended learning technique (the combination of frequently eLearning and trad-

itional face-to-face learning) has been adopted in HEIs. This approach guarantees
that the learner is involved in driving his or her individual learning experience. This
method assists and caters for individual needs of the learner than the traditional
classroom teaching experience because most students have unique learning styles.
However, this approach is yet to be predominant in Nigeria.

E-learning adoption in Nigerian institutions

HEIs in Nigeria are to adopt e-learning to change the old strategies and ways they deal
with educational program’s execution. E-learning is driven by educational modules via
the PC and the web. The HEIs in Nigeria mostly adopt e-learning facilities in the form
of arranged addresses on a CD-ROM that can be played when the need arises. This re-
stricts interest as a result of unsatisfactory student-PC ratio (large number of students
per PC) that confirms insufficient greater parts of cognate facilities. The intranet facil-
ities in many schools are inadequate because of the high cost of running the facilities
often occasioned by the unstable power supply, which exposes most students to public
internet cyber-cafes. The bandwidth shared on different frameworks at the bistros is
low thus; a media intuitive address will not be possible in view of low bandwidth. Aside
the usual obstructions and risks associated with e-learning in Nigeria, some areas
within a typical HEI rarely enjoy network accessibility. Salawudeen (2006) argues that
though vast majority of HEIs in Nigeria have begun building their ICT centres, the cen-
tres are primarily set up as a web office without considering most facilities that make
up e-learning centres. Researchers and analysts in Nigeria have shown interest in HEIs’
adoption of e-learning because its tons of barriers. One of such barriers is the instruc-
tors’ inability to assist students build up capacity and information needed to make them
utilize e-learning facilities adequately. In addition, students are confronted with other
difficulties amidst their studies; there are absence of teaching methods in their educa-
tional programs, absence of user touch and feel in their e-learning stage, absence of
vision and structure in executing e-learning (Kizito and Bijan, 2006; Oguzor, 2011), lack
of specialized and social aptitudes required for the execution of e-learning and disap-
pointment experienced in e-learning establishment.
Using the University of Abuja, Nigeria as case point, Anene et al. (2014) studied the
problems and prospects of e-learning in Nigerian Universities by specifically examining
availability of facilities for e-learning and availability of e-learning materials and to as-
certain if students make use of e-learning in their studies. They found that one of the
obstacles to the use of ICT was infrastructure deficiencies; the students lamented that
Nigerian Universities do not have adequate e-learning library domain, online seminars
or discussion with lecturers, online examination, and limited bandwidth. Implicit of this
study was continual strikes by Academic Staff Union of Nigerian University (ASUU) to
force governments to correct abnormalities. Chiaha et al. (2013) explicitly studied the
kind of e-learning facilities that students have access to; the percentage and extent stu-
dents access these facilities as well as the factors that hinder students from accessing
e-learning facilities. The result revealed that about 42.9% of the students had access to
e-learning facilities; most students have access to only e-mail accounts and the factors
hindering access to e-learning facilities include irregular electric power supply, poor
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 6 of 20

network connection, among others (Chiaha et al., 2013). Atsumbe et al. (2012) investi-
gated the availability and utilization of e-learning infrastructures in a Nigerian
University. Their specific objectives were to investigate the adequacy of e-learning
infrastructures for effective teaching and learning; the proficiency of e-learning
infrastructures to facilitate enhanced lecturer-student teaching and learning inter-
actions; and the factors that inhibit the use of e-learning infrastructures. The
findings revealed that there were inadequate facilities specifically directed toward
teaching and learning and the e-learning infrastructure available is largely for
administrative use, although lecturers and students have access to computers or
laptops internet facilities they are not used for teaching and learning.
Aboderin and Kumuyi (2013) looked at the problems and prospects of e-learning in
curriculum development and implementation in secondary schools in Ondo State of
Nigeria. Specifically, they examined the availability of e-learning tools for curriculum
implementation, the extent to which it was applied by teachers, strategies and prospects
of e-learning in secondary schools. The finding revealed that there were shortages of
e-learning tools and the few ones used were not adequately used. On the strength of
these, the investigators advised governments to embark on massive in-service training
and retraining (seminars, symposia, workshops and conferences) for teachers on how
to operate computers. Similarly, Aboderin (2015) investigated the challenges and
prospects of e-learning at the National Open University of Nigeria and while the study
recognized that e-learning influences students’ ICT competence, it found that the major
challenges included lack of enough computers, shortage of internet facilities, students’
lack of access to e-learning facilities and tools, high cost of software and erratic power
supply.

E-learning adoption in private HEIs

The number of existing private HEIs in Nigeria is quite on buzz, almost out-numbering
their public counter-parts and so is the rate of adopting modern technologies. Private
HEIs in Nigeria may be more IT-driven than public HEIs. However because private
HEIs are self-financing and considered small since it is owned by few persons, it is
assumed they have greater operating agility and make faster adoption decisions than
public HEIs. The self-financing characteristics justifies why private HEIs should be
ahead of public HEIs in exploiting the huge socio-economic potentials of e-learning.
HEIs in Nigeria and some other developing economies are to be in the frontline of
leveraging from e-learning because many of them suffer poor funding. The private HEIs
are even better positioned to leverage on e-learning strategy to deal with their supposed
financial setbacks but the situation as it is in Nigeria and some other developing
nations rarely allows any HEIs (whether private or public) to maximally exploit the full
potentials of e-learning. The private HEIs may be more disposed to adopt owing to
their ownership and goal patterns but may be cut short by the obvious barriers of
network and power fluctuations, limited resources, and poor societal awareness and
enlightenment. Nevertheless, the institutions are making some head-ways, no matter
how little.
In summary, the level of e-learning adoption in Nigerian HEIs is low. Although most
public HEIs have attempted to build ICT based centres for e-learning adoption, most
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 7 of 20

of these established centres are web based centres without adequate e-learning facilities.
Some of the reasons for low e-learning adoption in these universities range from lack
of mission, vision and structure in implementing e-learning, disappointment of
e-learning establishment, lack of specialized and social aptitudes required for the
execution of e-learning and teachers to lack of teachers and students knowledge and
the know-how to use e-learning platforms. Although, both the state and federal govern-
ment have made some efforts in providing trainings to most public universities, the
fundS and training provided are inadequate coupled with the alarming level of corrupt
practices going on in most Public HEIs. This may explain why the Private HEIs may
have the greater operating and faster e-learning adoption because of their self-financing
characteristics and the proprietors of these institutions would go extra mile to ensure
that such facilities are in place and implemented based on the goals, mission and vision.

Methodology
Most ICT and e-learning adoption studies mainly employed case study and survey ap-
proach which have dominated the Information Systems (IS) field. For example, studies
(Orlikowski and Baroudi, 1991; Choudrie and Dwivedi, 2005) argued that case study,
experimentation and survey methods are mostly used in IS research. According to
Choudrie and Dwivedi (2005) out of 633 articles in top IS journals: ISJ, EJIS ISR and
MIS Quarterly analysed between 1994 and 2003, 74% of most researchers in IT and
e-learning adoption studies often adopt survey approach. It is argued that quantitative
research approach often remains unquestioned; when there are irregularities in the the-
ory used, it is attributed to other factors, such as the instruments, sampling and sample
size (Silver, 2007).Therefore, qualitative method was an alternative approach and pro-
vides richer results because IT adoption research requires not just explanatory theories
but methods that can help explain phenomena in broader ways (Silva 2007; Lee 2003;
Elliot and Loebbecke, 2000). Hence, this study adopts qualitative approach in an at-
tempt to bridge this gap and to examine the adoption and use of e-learning facilities in
the educational delivery system of a Nigerian private tertiary institution. Data driven
approach of thematic analysis was adopted for this research in order to generate unique
themes and code from scratch which most traditional adoption theories (e.g intentional
based theories and behavioural based theories) have failed to do, which form the basis
for the study. Descriptive research design was adopted because the research adopted
qualitative approach with the use of interview. The population of this study are the aca-
demic staff of the three (3) colleges in ‘M’ University; which includes College of Agri-
cultural Sciences (CAS), College of Business and Social Sciences (CBS) and College of
Science and Engineering (CSE).
The initial sample of 65 participants was generated of which 15 (5 each) from the three
(3) colleges in ‘M’ University agreed to be interviewed (Table 1 of the interview profile).
The sampling technique used in this study is purposive sampling (a non-probability
sampling) which is based on the knowledge and understanding of the population, and
allows the researcher to select individuals who may fully understand the subject matter.
Before the interview, letters were sent to the participants ahead of time requesting
their consent to be interviewed. Upon approval received, the purpose of the study was
stated before commencing the interview proper. The interviewees were reassured of
their confidentiality since the information provided would not be disclosed to a third
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 8 of 20

Table 1 Interviewee profile

Interview participants College Organizational status
A1 CAS LECTURER II
A2 CBS LECTURER II
A3 CAS SENIOR LECTURER
A4 CSE LECTURER II
A5 CSE ASSITANT LECTURER
A6 CAS PROFESSOR
A7 CAS LETURER I
A8 CBS LECTURER II
A9 CSE LECTURER I
A10 CAS ASSITANT LECTURER
A11 CBS LECTURER II
A12 CBS ASSITANT LETURER
A13 CSE LECTURER II
A14 CBS ASSISTANT LECTURER
A15 CSE LECTURER II

party and results generated will be shared and respondents answers shared will be
anonymous. Their permission to record the conversation using audio tape recorder was
sought. The interview was scheduled for 30 min per interviewee. Finally the responses
from the participants were transcribed. Some of the questions asked during the interview
were; what are the types of e-learning facilities M-University lecturers use in delivering
lectures to students?; Are e-learning facilities in M-University adequate enough for
lecturers to use in delivering lectures to students?; How would you describe the utilization
of e-learning facilities in M-University by lecturers?; Do you always feel comfortable using
e-learning facilities when delivering lectures to students?; Do you think that e-learning
facilities are simple and easy to use?; Have e-learning facilities helped in improving
your lecturing performance?; Do you prefer the use of e-learning facilities to “face to
face” learning in delivering lectures to students?; What do you think are the major factors
that inhibit the adoption of e-learning facilities by lecturers in M-University?;

Data analysis
This section shows a systematic approach on how the findings were derived. Figure 1
below represents data analysis process. The data analysis process employed in this study
is thematic analysis. More specifically, data driven thematic analysis approach was
adopted since the codes were generated from the raw data. This approach was useful in
the research because it allows the application of data driven codes to the raw data and
themes to emerge inductively and aids credibility and dependability checks (see Miles and
Huberman, 1994). In stage one to three of the data analysis process, codes generated in
the initial interviews were applied on the raw data to check how credible they are. In stage
four, all the transcribed data was imported into NVivo to further facilitate the analysis
because of the huge data involved. This helped in the management of the data using a
practical guide developed for coding the data (see Tables 2, 3 and 4). Finally, the model
which helped in the interpretation of findings were developed.
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 9 of 20

Fig. 1 Data Analysis Process

General guide for generating code

Verification
Drawing on Boyatzis (1998), the study was validated by presenting the data to experts
in the field who further cross-checked the patterns in the data against the themes that
emerged during the study. The data analysis process was part of design method which
revealed how data was analysed and reported (dependability check) followed by a con-
formability checks to ascertain how tightly the raw data is linked to the interpretation (see
Boyatzis, 1998). Inter-rater reliability using percentage agreement was adopted. Table 5
shows the result of the reliability analysis involving percentage agreements (see Boyatzis,
1998; Miles and Huberman, 1994) which was gotten from two judges that rated the codes
to see if they corresponded with the definitions of codes and their associated supporting
evidences. The analysis reveals that the percentage agreement for the scope of the study
was above the 70% benchmark as recommended by Miles and Huberman (1994).

Table 2 Adequate e-learning facilities and lecturers level of utilisation

Codes Definition Description
Adequate e-learning facilities
Availability The capacity of e-learning facilities This is indicated when respondents mention that
of e-learning to be accessible and adequate for there are quite a number of e-learning facilities
facilities in use use available in M University.
Adequate Satisfactory use of e-learning This is indicated when respondents mention that
e-learning facilities facilities in delivering lectures the e-learning facilities are adequate in delivering
in use lectures to students
Utilization of e-learning facilities
Utilization Average utilisation of e-learning This is indicated when respondents mention that e-
of e-learning facilities learning facilities are to some extent used by
facilities lecturers.
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 10 of 20

Table 3 Preference and ease of e-learning adoption over ‘face to face’ method
Codes Definition Description
‘Ease of use of e-learning adoption facilities
At ease in the The utilization of e-learning facilities This is indicated when respondents mention
use of e-learning when delivering lectures to students that the use of e-learning facilities is
facilities is encouraging encouraging
User friendly E-learning facilities are simple to use This is indicated when respondents mention
that e-learning facilities are simple to use
Significant E-learning facilities has made This is indicated when lecturers attested to
improvement weighty progress in improving the fact that their teaching performance has
lecturing performance improved significantly
Preference of e-learning over ‘face to face’ method vs preference of ‘face to face’ over e-learning over method
E-learning supports E-learning compliments ‘face to This is indicated when respondents mention
‘face to face’ method face’ that e-learning compliments each other
‘Face to face’ Face to face method is chosen over This is indicated when respondent mention
method preferred e-learning method that they prefer ‘face to face’ method over
over e-learning method e-learning method

Findings and discussion

The findings presented in Tables 6, 7, 8 and 9 depict the codes, themes and the
supporting evidences. Boyatzis (1998) identified three approaches of thematic analysis - data
driven, theory driven and hybrid approach. We adopted data driven approach because
themes were clustered based on the codes generated from the raw data. The findings
presented below are based on the narratives of participants, codes generated from the raw
data and relevant literature.

Availability of e-learning facilities

The availability and adequacy of e-learning facilities is one of the basic requirements of
its adoption in M University. It was discovered that there are various types of
e-learning facilities available in M University; they include projectors, PCs, e-library
and so on. Also, majority of the lecturers noted that the e-learning facilities in
M-University are adequate and the facilities should be regularly updated and main-
tained. M-University has several facilities that are used in delivering lecturers and asses-
sing students. Some participants identified power points, projectors and the e-learning
platform created by the University’s Centre for System and Information Services (CSIS)
which provided bases for interactions with students by uploading course compacts
online. Such platform is used to upload quiz, assignments and so on.

Table 4 Key factors inhibiting the adoption of e-learning facilities

Codes Definition Description
Major factors inhibiting the adoption of e-learning facilities
Attitudes The attitudes of the users This is indicated when respondents identifies attitudes of
of users affect e-learning adoption users as a limiting factor in adoption of e-learning
Inadequate Poor internet service affects e- This is indicated when respondents mention that
internet facility learning adoption inadequate internet access affects e-learning adoption
Inadequate Insufficient training of users This is indicated when respondents mention that
training of users affects e-learning adoption inadequate training of users inhibits e-learning adoption
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 11 of 20

Table 5 Reliability analysis

Areas of the study Reliability
Judge 1 Judge 2
Adequate and utilisation of e-learning Facilities Adequate e-learning facilities in M-University
and lecturers level of utilisation
(0.883) 88.3% (0.889) 88.9%
Utilization of e-learning facilities
(0.917) 91.7% (0.95) 95%
Preference and ease of e-learning adoption Comfortable using e-learning
(0.88) 88% (0.79) 79%
Preference of e-learning
(0.82) 82% (0.75) 75%
Key factors inhibiting the adoption of e-learning facilities Factors inhibiting the adoption of e-learning
(0.95) 95% (0.88) 88%

“It is expected of every lecturer in M-University to deliver their lectures through

the power point… then you know we have the e-learning platform on the M-University
portal…”

(A1). Similarly, participants: A2, A3 and A7 made similar statements.

Finally, one of the lecturers mentioned that Departments across colleges in
M-University have their own websites where students can get to know what the depart-
ment stands for in terms of their philosophy, core values and standards. Students can

Table 6 Adequate e-learning Facilities and lecturers level of utilisation

Code Themes Total Supporting Cases
Availability/ Adequate Availability of sufficient A1, A2, A3, A4, A5, A6, A7, A8, A9, 15/
of e-learning facilities in use e-learning facilities for usage A10, A11, A12, A13, A14, A15 15
Adequate e-learning facilities A1, A4, A5, A6, A7, A10, A12, A13, A14, 10/
for use A15 15
Utilization of e-learning facilities Average utilization A2, A5, A6, A7, A9, A11, A12, A13, A14 9/
by M University lecturers 15
Preference and ease of e-learning adoption
Ease in the use of e-learning At ease in using e-learning facility A1, A2, A3, A4, A6, A7, A8, A10, A13, 10/
facilities A15 15
User friendly A1, A2, A4, A5, A7, A8, A9, A10, A11, 15/
A12, A14, A15 15
Significant improvement A1, A2, A3, A4, A5, A6, A7, A8, A9, 15/
A10, A11, A12, A13, A14, A15 15
Preference of e-learning E-learning supports ‘face A3, A4, A7, A9, A10, A14 6/
over ‘face to face’ method to face’ method 15
‘Face to face’ method preferred A5, A6, A8, A11, A12, A13 6/
over e-learning method 15
Major factors inhibiting the adoption of e-learning facilities
Codes Total Supporting Cases
Inhibiting factors Attitudes of users A1, A7, A9, A10, A11, A12, A15 7/
15
Inadequate internet facility A1, A2, A4, A8, A9, A11,A14 7/
15
Inadequate training of users A3, A6, A7, A8, A10, A13, A14 7/
15
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 12 of 20

Table 7 Adequate e-learning Facilities and lecturers level of utilisation

Codes Themes Sample supporting evidences
Adequate e-learning Availability of sufficient “It is expected of every lecturer in M University to deliver
facilities in M University e-learning facilities in use their lectures through the power point” (A1)
“Each department has its own website… they also have a
platform for the e-learning… we also have laptops to aid
our typing, and projector”. (A12)
Adequate e-learning “We have enough… New facilities shouldn’t be introduced
facilities in use at the moment except for the consistence of the internet,
then accessing of the e-book”. (A1)
“Very adequate noting should be added because we have
not even utilized fully the ones that we have”. (A12)
Utilization of e-learning Average utilization “I would say we use it on the average”. (A2)
facilities by M University “Averagely used”. (A9)
lecturers

equally download the departmental handbook which contains the course codes and
course outlines, and the lecturers’ academic details. For example: “internet facilities
particularly the intranet and then each department has its own website… they also have
a platform for the e-learning… we also have laptops to aid our typing, preparing power
point and use of projector” (A12). These suggest that e-learning facilities in
M-University are adequate and no other facility should be introduced at the moment
rather the facilities should be regularly updated and maintained, and this is the reason
why most lecturers are adopting them in delivering their lectures. These findings agree
with who stated that for an institution to be able to adopt e-learning, it must provide
adequate and reliable technical infrastructures.

Utilization of e-learning facilities

Our earlier findings showed that M-University has adequate facilities and should
regularly improve and update them. As indicated by some lecturers; “Yes, very well
sir… New facilities shouldn’t be introduced at the moment except for the consistency of
the internet and then accessing of the e-book… Once we can perfect the challenges of
what we have on ground then we can think of introducing new facilities but when we

Table 8 Preference and ease of e-learning adoption over ‘face to face’ method
Codes Themes Sample supporting evidences
Ease in the use At ease in using e-learning “Whenever I use it I feel comfortable”. (A2)
of e-learning facilities facilities “Absolutely comfortable”. (A4)
User friendly “Yes they are. The ones our university have”. (A1)
“It is very simple to use”. (A15)
Significant improvement “Yes. It makes the class more interesting to the
students”. (A1)
“Yes because students can access lecture material e.g.
video clips after lectures”. (A11)
Preference of e-learning E-learning supports ‘face “E-learning cannot be a substitute it is a support”. (A3)
over ‘face to face’ method to face’ method “I can’t substitute face to face to e-learning. E-learning
supports face-to-face”. (A7)
‘Face to face’ method “No because one may not be able to notice a
preferred over e-learning confused student”. (A11)
method “I prefer ‘face-to-face because its real and then you
would have the opportunity to really look into the
demining of the students”. (A12)
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 13 of 20

Table 9 Major factors inhibiting the adoption of e-learning facilities

Codes Themes Sample supporting evidences
Inhibiting Attitudes of the “Personal attitude. Some people are not used to it and they don’t want to
factors users change. Students’ attitude too. You send some things to them through mail
or you give assignments they don’t access”. (A1)
“Laziness, the ‘I don’t care’ attitude displayed by students and some staff”.
(A7)
We don’t care because the University do not seek our opinion before
buying(A8)
Inadequate “Fluctuation in the internet”. (A1)
internet facility “Sometimes the internet access is poor making it difficult to access some
e-learning platforms”. (A2)
Inadequate “Lack of know-how and we are still new to some”. (A6)
training “Lack of adequate training”. (A7)

have not then I don’t see the need”. (A1). As indicated by a lecturer; “Very adequate,
nothing should be added because we have not even utilized fully the ones that we have”.
(A12) and supported by participants A5 and A7. From the findings it shows that
M-University has sufficient e-learning facilities that are available for use as this would
improve the level of adoption of e-learning facilities. However, these facilities have not
been fully utilised as indicated by some lecturers. Also, these facilities should be graded
regularly. On the other hand, in as much as there are quite a number of e-learning fa-
cilities available in M-University as indicated by the lecturers, the usage of e-learning
facilities is on the average.
It was discovered that majority of lecturers in M-University indicated that
e-learning facilities are not fully utilized. This may be as a result some factors such
as attitude of the users, ‘not functional’ e-learning facilities, poor internet access
and people not wanting to change. The findings show that M-University is still
learning and improving in the usage of e-learning facilities. This was in line with
some of the comments made by respondents: “I would say average utilization”.
(A2); “Well M-University is trying though but we have not gotten there yet”. (A7)
Similar statement was echoed by participant A12 and A9. For M-University to
achieve full utilization of e-learning facilities they need to ensure that the facilities
are working; and the lecturers are trained on how to utilize e-learning facilities.
The finding confirms that e-learning is not fully utilized. This might be as a result
of lack of technical know-how and attitudes of the staff. This is in line with the
findings of Seiden (2000) and Uhaegbu (2001) which attributed this to low level of
usage of ICT equipment and facilities in schools.

Ease in using e-learning facilities

The findings further indicate that majority of the lecturers are comfortable with the use
of e-learning to deliver lectures because the facilities are not too technical to grasp.
E-learning facilities are less worrisome in usage and thus, they improve delivery
performance. Some lecturers note that: “whenever I use it I feel comfortable” (A2);
“absolutely comfortable” (A4); Similar statements were echoed by participants A8, A9,
A10. Furthermore the findings revealed that lecturers attest that younger generations
are faster adopters. “Yes for a 21st century youth like me” (A12); “They are for young
guys like me” (A14). Students can easily grasp what was taught in class; access the
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 14 of 20

lecture materials online rather than the traditional printing or hardcopies which is not
cost effective. Aboderin (2011) found that the application of ICT in the classroom
makes lesson very interesting and easy to deliver. Similarly, Amedu (2014) revealed that
e-learning enhances teaching through provision of better researched information, easier
storage and retrieval of teaching materials, improved quality of teaching, and provision
of platform for teachers to update their knowledge and enhance group learning.

Preference of e-learning
The findings revealed mixed reaction about the preference of e-learning over face to
face method. While some believed that e-learning and ‘face to face’ method comple-
ment each other, others are of the opinion that they still prefer the face-to-face method
of delivery to e-learning. However, majority of the respondents indicate that e-learning
cannot be chosen over ‘face-to-face’ method but they support each other. For instance,
a lecturer uses the power point to prepare lectures and presents them in the class via
projector. Similarly, lecturers get materials online and use them to prepare lectures for
the students. Most lecturers assert: “E-learning cannot be a substitute, it complements
face to face” (A3); “I can’t substitute face-to-face to e-learning: e-learning supports
face-to-face” (A7). “Both are needed for effective teaching”. (A10); “I use both when the
e-learning facility is available for use and working properly”. (A9). These revealed that
both methods are needed for effective teaching. Falana (2015) indicated that e-learning
is an alternative to face-to-face teaching method but when e-learning complements
face-to-face teaching method, they both increase collaborative learning and interaction.
On the other hand, some lecturers prefer ‘face-to-face’ method to e-learning method.
Some lecturers indicated that: “one may not be able to notice a confused student under
e-learning.” (A11); “I prefer ‘face-to-face because its real and then you would have the
opportunity to really look into the demining of the students”. (A12). These lecturers are
of the opinion that ‘face to face’ method is most preferred because of the relationship
that exist between the lecturers and the students. The lecturer would always want to
know how the students are feeling and to know if the students are really paying atten-
tion in class. However, from the findings it is obvious that not all the lecturers are using
e-learning facilities to deliver lectures to students, and most lecturers that are doing so
are the younger ones.

Key factors inhibiting the adoption of e-learning facilities

Attitudes of users
Attitude of users emerged as a major factor that hinders the adoption of e-learning
facilities in M-University. Attitudes is the behaviour of the faculty towards adopting
e-learning. The findings revealed that some lecturers do not use new technology while
others feel lazy to prepare power points after preparing comprehensive notes that can
be uploaded online for students to access. “Some lecturers are difficult to change as well
as students; materials that are normally sent to them via email are not accessed by
them.” (A1). “….the ‘I don’t care attitude shown by some faculty are not encouraging”
(A7). Some experienced lecturers lack of interest coupled with the departure philosophy
also hinders the adoption of e-learning facilities. For example, “experienced academics
do not see reasons to change from the analogue age to the digital age” (A11); “The
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 15 of 20

departure philosophy just to do something new is frustrating”. (A12). This suggests that
changing the mind-set of the lecturers for doing something new is needed. These find-
ings confirm Ilechukwu (2013), which revealed that the greatest challenges for effective
utilization of e-learning by teachers include the unwillingness to change to the new
method of computer literacy among lecturers and students.

Inadequate internet facility

The findings indicated that internet facility provided by CSIS is of low quality; net-
work either fluctuates, not accessible or limited in access. Some lecturers assert
that “sometimes, the internet access is poor making it difficult to access some
e-learning platforms” (A2); “occasional network failure” (A4); Similar statements
were echoed by participant A11. These factors significantly affect the adoption of
e-learning facilities and need to be corrected by providing accessible and quality
internet facilities. When the facilities are inadequate, the megabyte needed to ac-
cess the internet is limited and the network incessantly fluctuates. It means that
the lecturers cannot successfully access the internet. Anene et al. (2014) unveiled
some of the challenges to include lack of infrastructures such as computer hard-
ware and software and bandwidth/access necessary for deploying an effective ICT
platforms. There are acute shortages of trained personnel who can perform appli-
cation of software, operating systems, internet access and network administration.
However it is suggested that M-University should improve upon their internet
facilities by making them accessible and unlimited.

Inadequate training
Inadequate training means insufficient development of users for e-learning adoption. The
findings reveal that M-University users of e-learning facilities are not adequately trained
which in turn affects the adoption of e-learning facilities; “lack of know-how and we are
still new to some”. (A6); “Lack of adequate training” (A7). This was supported by partici-
pants A3 and A11. It is obvious from the finding which is 46.7% of the respondents’
perceptions that the lecturers are insufficiently trained; therefore, continuous training
should be done to correct this inhibiting factor. This finding suggests that the reason why
most lecturers do not utilize e-learning facilities is because of the limited knowledge on
how to use the facilities. In their study, Nbina et al. (2011) found that some lecturers have
no knowledge of ICT facilities and thus, shy-away from utilizing them for teaching
activities. Similarly, Asogwa (2011) found that the major challenges for optimizing
e-learning is lack of requisite skills, the teachers are not as skilled and thorough in the
understanding, operation and applications of the packages as they are supposed to be.
Many lecturers are still not good at powering laptops their laptops, composing and
sending e-mails, accessing mails, attaching files and those other peripheral issues.
Therefore, M-University should endeavour to conduct periodical trainings for their staff.

Conclusion and implication

The study attempts to seek instructor/faculty views of the status of e-learning in M
University with regards adequacy of e-learning facilities and utilization levels by faculty;
preferences and ease of use of e-learning, and factors inhibiting the adoption of
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 16 of 20

e-learning. Researchers have identified some of the key issues associated with the adop-
tion of e-learning facilities in one Nigeria University. In general, the findings indicate
that 89% of participants agree that there are sufficient e-learning facilities for use; the
facilities are user friendly and the facilitates help to significantly improve learning.
However, 72% of the participants indicated that the attitudes of users, inadequate
Internet facility and inadequate training are major inhibitors. The implication is that
the University should regularly conduct training especially when new faculty are
employed to ensure that they adapt and use them. Furthermore, there should be some
kind of weekly monitoring to ensure that lecturers use them in classes at all times.
Availability and adequacy of e-learning facilities is one of the basic requirements for
successful adoption of e-learning facilities in private Universities, and for such institu-
tion to adopt e-learning successfully, it must provide adequate and reliable technical in-
frastructures. The findings suggest that although there are quite a number of e-learning
facilities available in most private Universities compared to public universities (as indi-
cated by the lecturers), the usage of e-learning facilities in private universities is still on
the average. This is as a result of lack of technical know-how and the attitudes of the
staff which reveal the low level of usage of ICT equipment and facilities in schools
today. From the analysis, majority of the lecturers are comfortable with the use of
e-learning to deliver lectures to students because most of the facilities are user friendly
which has significantly improve lecture delivery in contrast to the findings of other
scholars that have focused their study on public institutions. In addition, while some of
the findings suggest that e-learning and ‘face to face’ method complement each other,
and increases collaborative learning and interaction, some participants are of the
opinion that face to face method of delivery is preferred to e-learning.
The study also recognises some of the inhibiting factors affecting e-learning adoption.
Attitude of the users is one of the inhibiting factors that affect the successful adoption
of e-learning facilities by lecturers. Some lecturers are not used to it and they do not
want to accept changes because they are afraid of adopting the new technology as old
professors do not see reasons to change from the analogue age to the digital age. The
implication is that the level of e-learning usage in M University is still on the average.
In addition, while other e-learning facilities are available in M-University poor internet
facilities was a major challenge. The implication is that lecturer’s access to the internet
and the megabyte needed to access the internet is limited. Also, limited utilisation of
the e-learning facilities is due to limited training as a result of poor knowledge of ICT
facilities and lack of requisite skills. The level of e-learning facilities would be improved
if quality internet facilities are provided and accessible (Nwokolo and Anyachebelu,
2012).Therefore, school management and government authorities should brace up to
these challenges through acquisition and installation of modern e-learning infrastruc-
tures and active involvement of e-learning in all school curricula. Also, ICT centres
should be established and necessary facilities like computers, web-connectivity and
constant electricity supply in the institutions to enhance students’ access to e-learning
facilities are to be provided and upgraded from time to time. This would improve
lecturers’ performance and increase the usage of e-learning facilities. In addition,
periodical trainings should be organized for lecturers. This would enable them acquire
the relevant skills and knowledge on the usage of e-learning facilities (Evoh, 2007;
Nwana, 2009).
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 17 of 20

The study has some implications. Adoption of e-learning facilities have moved from a
simpler adoption participation process to involving various stakeholders in the institution
with the university system including the student that constantly interact and influence the
process of adoption. Eze et al. (2014) noted that various stakeholders can influence and be
influenced by technology adoption and these stakeholders especially the innovative ones are
the ones that are the forefront of initiating and influencing the adoption process. Lecturers
are not in full utilisation of the available e-learning facilities because most of them are not
involved in the decisions making process of its adoption. The university management do
not make any effort to listen to understand their needs and requirements. When such
facilities are procured some lecturers particularly the experienced ones will abandon it. The
implication of this is that adoption of e-learning facilities is a complex process requiring
significant attention and interactions among various internal and external stakeholders who
impact on the adoption process. Hence the study identifies the importance of individual
factors influencing the adoption of e-learning, and the underlying message has emerged that
the level of e-learning adoption will improve if tertiary institutions recognise the social
dimensions of e-learning adoption such as interest and needs, academic and professional
goals, pattern of work source of support and social network (Singh and Hardaker, 2014).
In the design and implementation of e-learning facilities, past studies noted that
e-learning experts have always relied on methods that are structured in order to get
information requirement from various stakeholders and users of the facilities (see
Orlikowski and Gash, 1994). Hanseth and Monteiro (1997) have argued that these
approaches do not pay sufficient attention to the assumption, expectations, values and
beliefs and how this may impact various stakeholders who are the end users of the
technology. Therefore, this study is useful to the authors (Universities and IT experts)
who are involved in the development of the e-learning facilities so that they can under-
stand how the values, expectations and beliefs differ from the end users of these facil-
ities. The study therefore provides a better understanding of issues associated with the
adoption and utilisation mechanisation in tertiary institutions. It unveils the nature of
adoption practices that may inform the rapid development of institutional e-leaning
structure (Singh and Hardaker, 2014).
Majority of ICT adoption studies deployed quantitative methods. This study creates
awareness of diversifying ICT adoption research in terms of theories and methods. The
study reveals that there are a number of methodologies that can be used to study emer-
ging ICT adoption from dynamic process perspectives. Using interviews and most espe-
cially deploying hybrid approach to thematic data analysis, provides some guideline for
eliciting meanings from the data and conceptual ways of examining, analysing and
gathering and clustering data into most suitable categories. The implication of using
qualitative approach and most importantly the thematic analysis is that in the initial
stages of exploring the phenomenon, most times, little is known that even articulating
a dependent variable or suitable independent variable is difficult. Also, there are at
times the researcher is seeking to describe person, events, groups or culture. This
approach helps in making the findings and description clearer and in making the
themes or code developed potentially useful to other researchers. In addition, often
qualitative research have been abused by researchers who have made it an excuse for
sloppy or illogical research, thematic analysis has shown to be a creditable technique
for generating richer insights and findings (Boyatzis, 1998).
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 18 of 20

Lastly, most often in qualitative research, the size and sample used are limited. This
study focuses on one private university, and the size and simple use are limited. These
limitations require caution for the generation of the findings. This study requires
further validation across a wider population using mix method-a combination of quali-
tative and quantitative methods. Therefore further studies should collect and collate a
large number of data to allow a more reliable generalization. In addition, future
research are required in the same type of research with students to counter-check
students’ voices to provide a more balanced view.
Funding
There is no funding for this paper.

Availability of data and materials

We would have loved to share the data however, the data is primary in nature and the authors do not wish to share
the data as this may breach participant confidentiality.

Authors’ contributions
SCE made substantial contributions to conception and design and drafting the Manuscript and analysis of data. Also
involved in revising the manuscript critically in order to meet the journal standard. VCCE and AOB were involved in
the acquisition of data and interpretation of data. Both authors also participated in revising the manuscript to address
the reviewer’s comments’; SCE, VCCE and AOB are accountable for all aspects of the work to ensure that questions
associated with the accuracy and honesty of any part of this research are properly investigated and resolved. All
authors read and approved the final manuscript.

Competing interests
The authors declare that they have no competing interests.

Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Author details
1
Department of Business Administration, Landmark University, Omu-Aran, Kwara PMB 1001, Nigeria. 2Michael Okpara
University of Agriculture, Umudike, Abia State, Nigeria. 3Department of Business Administration, Landmark University,
P.M.B 1001 Omu-Aran, Kwara State, Nigeria.

Received: 8 February 2018 Accepted: 12 June 2018

References
Aboderin, O.S. (2011). The Status Information and Communication Technology (ICT) in Secondary Schools in Secondary
Schools in Ondo State (unpublished M.Ed Thesis).
Aboderin, O. S. (2015). Challenges and prospects of E-learning at the National Open University of Nigeria. Journal of
Education and Learning, 9(3), 207–216.
Aboderin, O. S., & Kumuyi, G. J. (2013). The problems and prospects of E-learning in curriculum implementation in
secondary schools in Ondo state, Nigeria. International Journal of Educational Research and Technology, 4(1), 90–96.
Ahmed, T. (2010). E-learning as a new technological application in higher education and research: An empirical study
and proposed model. The International Academic Research Journal, 2, 2–13.
Al-Gahtani, S. S. (2016). Empirical investigation of e-learning acceptance and assimilation: A structural equation model.
Applied Computing and Informatics, 12(1), 27–50.
Allen, I.E & Seaman, J. (2003). Sizing the opportunity; the quality and extent of online education in the United States,
2002 and 2003. Wellesley MA: The Sloan consortium.
Anene, J. N., Imam, H., & Odumuh, T. (2014). Problem and Prospect E-learning in Nigerian universities. International
Journal of Technology and Inclusive Education (IJTIE), 3(2), 320–327.
Asogwa, C. I. (2011). The Challenges of Optimizing e-Learning Opportunities for Effective Education Service Delivery in
University of Nigeria Nsukka. In O. Nkad, & U. Eze (Eds.), Optimizing e-Learning Opportunities for Effective Education
Service Delivery. Nsukka: Publication of Institute of Education University of Nigeria.
Atsumbe, B. N., Emmanuel, R., Igwe, C. O., & Atsumbe, J. (2012). Repositioning vocational and technical education for
effective manpower production in Nigeria. IOSR Journal of Mechanical and Civil Engineering (IOSRJMCE), 1(4), 01–06.
Awa, H. O., Eze, S. C., Urieto, J. E., & Inyang, B. J. (2011). The upper echelon theory (UET): A major determinant of information
technology adoption by SMEs in Nigeria. Journal of Systems and Information Technology, 15(6), 278–295.
Bates, S. R., & Jenkins, L. (2007). Teaching and learning ontology and epistemology in political science. Political Studies
Association, 27(1), 55–63.
Bates, T. (2007). Technology, e-learning and distance education. In British Journal of Educational Technology 37 (6) 975_976.
Bhuasiri, W., Xaymoungkhoun, O., Zo, H., & Rho, J. (2012). Critical success factors for e-learning in developing countries:
A comparative analysis between ICT experts and faculty. Computers & Education, 58, 843–855.
Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. London: Sage Publication Ltd.
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 19 of 20

Bukhari, R. A. (2010). Information technology for e-Learning in Developing countries, (pp. 1–85). School of Business and
Informatics: University of Boras.
Chen, H., & Tseng, H. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service
education of junior high school teachers in Taiwan. Evaluation and Program Planning., 35, 398–406.
Chiaha, G. T. U, Eze, J. U., & Ezeudu, F. O. (2013). Education students’ access to E-learning facilities in universities south-
east of Nigeria. Information and Knowledge Management, 3(10), 32–41.
Choudrie, J., & Dwivedi, Y. K. (2005). Investigating the research approches for examining technology adoption issues.
Journal of Research Practice, 1(1), 1–12.
Chuang, T.-T., Nakatani, K., & Zhou, D. (2009). An exploratory study of the extent of information technology adoption in
SMEs: An application of upper echelon theory. Journal of Enterprise Information Management, 22(1/2), 183–196.
Elliot, S., & Loebbecke, C. (2000). Interactive, inter-organisational innovation in electronic commerce. Information
Technology and People, 13(1), 46–66.
Evoh, C. J. (2007). Policy networks and the transformation of secondary education through ICTs in Africa: The prospects
and challenges of the NEPAD e-schools initiative. International Journal of Education and Development., 3(1), 24–30.
Eze, S., Duan, Y., & Chen, H. (2012). Factors Affecting Emerging ICT Adoption in SMEs: An Actor Network Theory Analysis.
International Conference on E-business Technology & Strategy (ICETS). China: Tanjin.
Eze, S., Duan, Y., & Chin, H. (2014). Examining Emerging ICT's Adoption in SMEs from a dynamic Process Approch.
Information Technology and People, 27(1), 63–82.
Eze, S. C., Awa, H., Okoye, J., Emecheta, B., & Anazodo, R. (2013). Determinant factors of information communication
technology (ICT) adoption by government-owned universities in Nigeria: A qualitative approach. Journal of
Enterprise Information Management, 26(4), 427–443.
Eze, S. C., & Chinedu-Eze, C. V. (2018). Examining information and communication technology (ICT) adoption in SMEs: A
dynamic capabilities approach. Journal of Enterprise Information Management, 31(2), 338–356.
Falana, F. T. (2015.). Prospects and challenges of e-learning in nigerian university education using national open
university of nigeria akure study center. Akoko: department of science and technical education (computer
education unit) adekunle ajasin university akungba akoko.
Garrison, D. R., & Anderson, T. (2003). E–learning in the 21st century: A framework for research and practice. London:
Routledge/Falmer.
Hanseth, O., & Monteiro, E. (1997). Inscribing behaviour in information infrastruture standards. Accounting, Management
and Information Technologies, 7(4), 183–211.
Hu, P. J.-H., & Hui, W. (2012). Examining the role of learning engagement in technology-mediated learning and its
effects on learning effectiveness and satisfaction. Decision Support Systems, 53(4), 782–792.
Ilechukwu, L. C. (2013). The assessment of utilization of e-learning opportunities for effective teaching and learning of
religion in Nigerian tertiary institutions. European Journal of Education Studies, 5(3), 343–359.
Kajetanowtez, & Wierzejewski (2010). Why multinationals contribute to ICT education to bridge the digital divide:
Synergies between business benefits and socio-economic development in emerging economies. In Master’s thesis,
Erasmus University.
Keramati, A., Mofrad, M., & Kamarani, A. (2011). The role of readiness factors in e-learning outcomes: An empirical study.
Computer & Education., 57, 1919–1929.
Kizito, B. J., & Bijan, K. (2006). An empirical study on education strategy to E- learning in developing countries.
Proceedings of 4th IEEE International Workshop on Technology for Education in Developing Countries (TEDC06).
Kotler P. (1984) Marketing Essentials. Englewood Cliffs, NJ: Prentice-Hall.
Lee, Y. (2003). The technology acceptance model: Past, present and future. Communication of the Association of
Information Systems, 12(50), 752–780.
Liverpool, L.S.S., Marut, M.J., Ndam, J.N. & Oti, D.A.(2010) Towards a model for e- learning in Nigerian HEIs: Lessons from
the University of Jos. Available: www.forum.org.ng/system/files/ifepresent.vff_.pdf (October 2, 2013).
Maduhusudhan, M. (2008). Use of UCC internet e-journals by research scholars and students of university of Delhi.
Library Hi Tech, 26(3), 369–386.
Maldonado, U., Khan, G., Moon, J., & Rho, J. (2011). E-learning motivation and educational portal acceptance in
developing countries. Online Information Review., 35, 66–85.
Markus, M., & Robey, D. (1998). Information technology and Organizational change: Causal structure in theory and
research. Management Science, 34(5), 583–598.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Qaks: California,
Sage Publication Ltd.
Naidu, S. (2006). e-Learning: A Guide book of Principles, Procedures and Practices. Asia: Common Wealth Education Media
Centre for Asia.
Naqvi, S. H. (2007). Use of electronic resources of Jamia Millia Islamia (a central university): A case study. NACLIN., 320–324.
Nbina, J. B., Obomanu, B. J., & Vikoo, B. (2011). Utilization of information and communication technology for quality
instruction in rivers state university of \education Port Harcourt. An assessment. Journal of Emerging Trends in
Educational Research and Policy Studies (JETERAPS)., 2(1), 74–80.
Nwokolo, A. A., & Anyachebelu, E. F. (2012). Availability and use of information and communication technology
resources for counselling university students in south east states, Nigerian. International Journal of Humanities and
Social Sciences, 2(7), 220–225.
Oguzor, N. S. (2011). E-learning technologies and adult education in Nigeria. Educational, (pp. 347–349). Research
and Reviews.
Olojo, O. J., Adewumi, M. G., & Ajisola, K. T. (2012). E-learning and its effects on teaching and learning in a global age.
International Journal of Academic Research in Business and Social Sciences., 2(1), 203–210.
Orlikowski, W., & Gash, D. (1994). Technological frame; making sense of information Technology in Organization. ACM
Transactions on Information Systems, 12(2), 174.
Salawudeen O S (2006) E-learning technology: The Nigeria experience, Shape the Change XXIII FIG Congress Munich
Germany , October 8-13, 2006207.
Eze et al. International Journal of Educational Technology in Higher Education (2018) 15:34 Page 20 of 20

Seiden, P. A. (2000). Where have all the patrons of ICT gone. Reference and User Service Quarterly, 39(3), 210.
Silva, L. (2007). Post -positivist review of technology acceptance model. Journal of the Association for Information
Systems, 8(4), 255–266.
Singh G., and Hardaker G. (2014) Barriers and enablers to adoption and diffusion of e-Learning, Vol.56, N0:2/3, pp.105–121
Sloan D., Porter E., and Robins K and McCourt K (2014) Using e-learning to support international students’ dissertation
preparation. Vol 56, No: 2/3, pp.122–140
Uhegbu, A. N. (2001). Deterrents to information service for community development. Library Review, 50(5), 237–242.
Wang, T. (2009). Rethinking teaching with information and communication technologies (ICTs) in architectural
education. Teaching Teacher Education., 25(8), 1132–1140.
Zhang, Q., Lu, C., & Boutaba, R. (2010). Cloud computing: State-of-the-art and research challenges. Journal of Internet
Services and Applications, 1(1), 7–18.