A study of virtual learning environment competencies among University lecturers in Ondo State, Nigeria
Abstract:This research examined the competence of university lecturers in Ondo State in utilizing virtual learning environments (VLEs). A descriptive survey design was employed, targeting all academic staff across the six universities in the state.
A sample of 326 lecturers was selected from the population. Two state universities and one private university were selected via a simple random sampling while the only federal university was purposively selected. Participants were randomly selected across the various faculties in the selected universities. A researcher constructed questionnaire was used. The instrument was pilot tested on 15 lecturers of a non-participating university in the state and yielded a Cronbach alpha of .87 which indicated that it was reliable. Data were analysed with the use of percentage, standard deviation and mean. The results indicated that most lecturers have laptops (85.28%) and android phones (75.77%). One fifth of the lecturers own tablets with just a few (14.42%) having desktop computers. Lecturers are competent in the performance of some tasks while their level of competence in performing many critical tasks on the VLE is not encouraging. It was revealed that most lecturers can send and receive emails (x̄ 4.68), set up email and other online accounts (x̄ 4.38), use of social media (x̄ 4.37), search for information using a web search engine (x̄ 4.35), make calls and video communications via Whatsapp, Telegram, Skype, etc (x̄ 4.26), create and make power point presentation (x̄ 4.0), etc. However, lecturers’ competence level in some critical VLE tasks such as creating online assignments for students ((x̄ 2.99), record and edit sound (x̄ 2.92), create interactive videos for learning (x̄ 2.69), use google form for survey (x̄ 2.63), enrol students in virtual class (x̄ 2.61), create quiz for students on Virtual Learning Environment (x̄ 2.49), create discussion forum on Virtual Learning Environment (x̄ 2.48), harvest, grades and send discussion scores to students (x̄ 2.46), etc was very low. Challenges such as unstable electricity supply and limited internet connectivity,work overload, inadequate training in virtual learning environment, lack of fund to purchase digital devices, lack of institutional support for digital literacy, low pace of ICT development in institution, inadequate computer skills, and lack of training on ICT for lecturer affect lecturers’ VLE competency immensely. It was recommended that lecturers should acquire requisite skills in the use of Virtual Learning Environment while school managements should organise trainings, provide the infrastructures and ICT/VLE needs of their faculties, with maintenance allowance to cater for their off campus internet and electricity need.
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