9 E LEARNING BENEFITS, CHALLENGES AND SUSTAINABILITY 99

E-LEARNING: BENEFITS, CHALLENGES AND SUSTAINABILITY
BY
…. NAMES ….
21/../../..99
DEPARTMENT OF ……………
FACULTY OF …………..
UNIVERSITY OF UYO, UYO.
A TERM PAPER
SUBMITTED
TO
THE COURSE COORDINATOR
DR. U. G. INYANG
GST 122: SCIENCE AND BASIC TECHNOLOGY
DEPARTMENT OF COMPUTER SCIENCE
UNIVERSITY OF UYO, UYO.
JULY, 2023.
ABSTRACT
E-learning is actually one of the most dynamic and enriching systems of
education that exists these days. It is seen as a significant educational
innovation, particularly within learning ecosystems of tertiary institutions
that is found to be aiding the process of teaching and learning with
technology. E-learning has further transformed educational technology,
providing easy access to education for many, who hitherto were unable to go
to school before the transformation. It is facilitating meaningful learning
activities leading to knowledge retention and maximizing academic
achievement, as learning is transferred into the real world of work and life. In
this paper, the historical perspective of e-learning, operational definitions of
the e-learning concept, some of the tools and platforms that support e-
learning and its delivery modes are presented. Most importantly, the paper
assesses the e-learning ecosystem in Nigeria’s higher education sub-sector,
articulates the benefits, challenges, and prospects of integrating e-learning
into the educational arena, and then offers some recommendations to
address the challenges.
INTRODUCTION
The Nigerian Universities Commission (NUC) notes that Nigeria with an
estimated population of about 200 million people has about 170 universities
(NUC, 2019), while the National Commission for Colleges of Education (2019)
notes there are 149 colleges of education. Further, there are over 300
polytechnics, colleges, and specialized institutions (National Board for
Technical Education, 2019). All are struggling to take care of the teeming
needs for tertiary admission. For instance, among other things, the
challenges of inadequate admission spaces and the high cost of quality
tertiary education are constraining many who desire higher educational
qualifications in Nigeria (Olowonisi, 2016). The demand for tertiary education
in Nigeria far outweighs the carrying capacities of the universities,
particularly the number of candidates that seek traditional face-toface
education (Ekundayo & Ekundayo, 2009; Obi, Charles-Okoli, Agunwa,
Omotowo, Ndu & Agwu-Umahi, 2018; Olowonisi, 2016). According to a recent
report from the Nigerian Bureau of Statistics (NBS), the Joint Admissions and
Matriculation Board received a total number of 1,722,269 and 1,653,127
applications in 2017 and 2018 respectively (NBS, 2019). The same report
further indicated that out of those thousands of admission seekers, only
566,719 and 549,763 were admitted into the universities in 2017 and 2018
respectively. This leaves a very wide gulf (shortfall of over a million) between
those seeking admission and those who secured admission.
E-learning which includes the usage of computer technology as a means of

running regular academic activities is fast gaining recognition nearly in every
society (Olowonisi, 2016). Ibezim (2013) earlier highlighted that e-learning
has in essence become one of such tools that is being frequently used to
enhance teaching and learning in the 21st century. In effect, today, the
scope of e-learning has been expanded to encompass all activities of
electronically-mediated teaching (Kyari, Adiuku-Brown, Abechi & Adelakun,
2018; Obi, Charles-Okoli, Agunwa, Omotowo, Ndu & Agwu-Umahi, 2018),
with the potential to impart learning in a much more efficient and interactive
manner, as observed earlier by Deb (2011). In fact, the emergent e-learning
concept has revolutionized the education sector with many HEIs escalating
their scope in terms of programmes, courses, activities, and by collaborating
with other similar institutions of learning (Moses, Oladunjoye & Agu, 2016).
With the use of e-learning becoming increasingly popular in the educational
arena, there is further need for technology in support of teaching and
learning (Muharina & Kelana, 2017). This signals a paradigm shift in
education noted in the literature, with profound impact on the institutions
and their stakeholders, including teachers, learners, instruction,
administrators, technical and support staff (Khan, 2005; Sun, Tsai, Finger,
Chen, & Yeh, 2008; Ouma, Awuor, & Kyambo, 2013).
BENEFITS, CHALLENGES AND PROSPECTS OF INTEGRATING E-

LEARNING INTO TERTIARY INSTITUTIONS
Benefits
E-learning offers countless benefits and advantages to education, particularly

the higher education sub-sector of developing countries most of which
hitherto, are stymied by hydra-headed challenges. At the broader scale, for
instance, it has contributed greatly towards meeting the human capital
development needs of developing countries and by extension, towards their
socio-economic developments. It is one innovative mechanism by which the
‘the education for all’ goal and inclusive education can be achieved, because
it has the power to widen access to educational services and at the same
time breaks down other barriers like disabilities (physical impairments),
distance and finance. Anybody can learn from anywhere, irrespective of time
and distance. The quality of education generally can be improved with the
implementation of an e-learning system. For instance, e-learning and other
innovative open learning multimedia instructional delivery modalities
potentially hold limitless benefits for students and the learning process. It
serves as a useful tool for improving quality teaching and learning
(Coopasami, Knight & Pete, 2017) by increasing the teachers’ motivation to
teach and students’ motivation to learn (Bates, 2009) and by playing the
crucial role of preparing a new crop of teachers, and up-skilling existing
teachers to meet twenty-first century pedagogical expectations (Oye, Salleh,
& Iahad, 2011). E-learning fosters active learning, empowers learners to
study at their own pace, and enables cooperative and collaborative learning
activities among students. This enhances students’ higher order thinking
skills and ultimately improves learners’ retention of knowledge. It also results
in better academic goal achievements or learning outcomes. For example,
Obuekwe & Eze (2017) noted that elearning environments enrich and
deepen skills, promote individualised learning, strengthen teaching by
drawing the world closer to the classroom, and relating learning experiences
to the real world of work, as well as creating economic viability for workers of
the future.
Challenges
Corresponding challenges seemingly follow the benefits when e-learning is

implemented. For example, a real digital divide exists even among countries,
institutions and learners in developing countries like Nigeria. High speed
Internet broadband is not evenly spread across most parts of the developing
world including Nigeria. Also, given the fact that ICTs depend heavily on
electricity, the derelict power situation in Nigeria poses a significant
challenge to the smooth implantation of elearning systems. Though ICTs are
now common, many cannot still afford some of the quality instructional
media required for modern day online learning experiences. Individual
differences with respect to e-readiness are also prevalent as many still lack
basic computing skills to undertake elearning modes of study. In the opinion
of Ali (2017), to know why electronic learning systems, it was necessary for
us to determine the challenges that potentially limit the successful
implementation of these systems. While studies indicate that e-learning in
the context of HEIs has become almost indispensable, it is not immune from
challenges. Andersson & Grönlund (2009 as cited by Ali, 2017) developed a
model that clustered the barriers to electronic learning systems into a four-
dimensional conceptual framework that included: technological issues,
content issues, individual issues and context issues, most of which are
discussed below. Equally, personal responsibility and self-discipline required
to sustain motivation in online learning environments (Lawn, Zhi & Morello,
2017) were also found to serve as hinderances to continuous learning in e-
learning environments.
SUSTAINABILITY
Against the backdrop of broadening access and reducing the cost of higher
education, the prospects of integrating e-learning into tertiary institutions in
Nigeria and beyond remain robust. E-learning will be a veritable platform for
human capacity both in formal and informal settings, especially at the higher
education sub-sector. One of the major prospects of e-learning is the
enhancement of open and distance learning. It will facilitate the smooth
operations of ODL institutions like NOUN as well as making it easier for ODL
units of universities in Nigeria. This will bring to fruition, the desire of the
National Universities Commission’s dream of strengthening the ODL sub-
sector of the countries higher education sector. This equally leads to the
prospect of expanding access to education for all, irrespective of
geographical location, age, sex, or disability. Content development is one
other prospect of e-learning integration. Since the online learning
environment is distinct from conventional learning settings, the need to
design specific learning materials suitable for such learning environments is
paramount. This throws up opportunities for elearning content developers
and instructional media specialists. Training which is a sub-sector of the
education and training industry will be boosted with e-learning integration
into the higher education sub-sector. Another prospect of e-learning is the
application of cloud computing. Several cloud-based services are already
available to universities. This ranges from learner management systems and
administrative aspects of the university system. E-books found in e-
repositories can serve as online libraries which the university community can
leverage.
CONCLUSION
Among other benefits, e-learning presents itself as potentially able to

mitigate the challenges of inadequate admission spaces faced by the
teeming number of admission seekers annually. However, there is limited
research on e-learning in the Nigerian context. The paper brings to the fore
the advantages of e-learning so that Nigeria can harness the full potential of
e-learning as an innovative educational strategy to increase broader access
to tertiary education, to augment classroom instruction and eventually
intensify students’ learning outcomes in conventional and distance learning
institutions respectively. It also underscores the contributions e-learning
makes towards improving teaching and learning processes in tertiary
institutions, as it provides opportunities for applying innovative pedagogical
approaches to foster active learning. Given the challenges of integrating e-
learning into Nigerian higher education institutions, the paper offers some
recommendations that will potentially smoothen the process of
implementation. It is suggested that extensive research on e-learning
readiness at the individual and institutional levels within the Nigerian and
other developing countries contexts should be conducted, to ensure that
these countries are prepared to fully benefit from e-learning.
REFERENCES
Aboderin, O. (2015), “Challenges and prospects of e-learning at the National

Open University of Nigeria”. Journal of Education and Learning, vol. 9,
no. 3, pp. 207–216.
Adiyarta, K., Napitupulu, D., Rahim, R., Abdullah, D. & Setiawan, M. (2018),
“Analysis of e-learning implementation readiness based on integrated
ELR model”. Journal of Physics: Conference Series.
Borotis, S., Zaharias, P. & Poulymenakou, A. (2008), “Critical success factors
for e-learning adoption”. In T. Kidd, & H. Song (Eds.), Handbook of
Research on Instructional Systems Technology (pp. 498s-514). New
York: IGI Global.
Casquero, O., Portillo, J., Ovelar, R., Benito, M. & Romo, J. (2010), “iPLE
Network: an integrated eLearning 2.0 architecture from a university's
perspective”. Interactive Learning Environments, vol. 18, no. 3, pp.
293–308.
Chu, R. J.-C. & Tsai, C.-C. (2009), “Self-directed learning readiness, Internet
self-efficacy and preferences towards constructivist Internet-based
learning environments among higheraged adults”. Journal of Computer
Assisted Learning, vol. 25, no. 5, pp. 489–501.
Coopasami, M., Knight, S. & Pete, M. (2017), “e-Learning readiness amongst
nursing students at the Durban University of Technology”. Health SA
Gesondheid, vol. 22, pp. 300–306.
Deb, S. (2011), “Effective distance learning in developing countries using
mobile and multimedia technology”. International Journal of Multimedia
and Ubiquitous Engineering, vol. 6, no. 2, pp. 33–40.
Eze, S., Chinedu-Eze, V. & Bello, A. (2018), “The utilisation of e-learning
facilities in the educational delivery system of Nigeria: a study of M-
University”. International Journal of Educational Technology in Higher
Education, vol. 15, pp. 1–20.

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E-LEARNING: BENEFITS, CHALLENGES AND SUSTAINABILITY

UNIVERSITY OF UYO, UYO.

THE COURSE COORDINATOR

GST 122: SCIENCE AND BASIC TECHNOLOGY

DEPARTMENT OF COMPUTER SCIENCE

UNIVERSITY OF UYO, UYO.

E-learning which includes the usage of computer technology as a means of

BENEFITS, CHALLENGES AND PROSPECTS OF INTEGRATING E-

E-learning offers countless benefits and advantages to education, particularly

Corresponding challenges seemingly follow the benefits when e-learning is

Among other benefits, e-learning presents itself as potentially able to

Aboderin, O. (2015), “Challenges and prospects of e-learning at the National

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