Utilization of Online Learning Platforms for Effective Instructional Delivery by University Business Educators in South-East, Nigeria
Department of Vocational, Technical and Entrepreneurship Education, Enugu State University of Science and Technology, Enugu State
Department of Vocational, Technical and Entrepreneurship Education, Enugu State University of Science and Technology, Enugu State
Abstract
This study examined the extent of utilization of online learning platforms (specifically Twitter and Instagram) by Business Educators in universities in South-East, Nigeria for effective instructional delivery. Using a survey research design, all 95 Business Educators in eight public universities offering Business Education programme were studied. A four-point rating scale questionnaire with 23 items was used for data collection. Mean, standard deviation, and t-test at 0.05 significance level were used for analysis. The study found that the extent of utilization of Twitter (grand mean = 2.04) and Instagram (grand mean = 2.19) by Business Educators was low. No significant difference existed between male and female Business Educators on the extent of utilization of either platform. The study recommends that government and school authorities should invest in robust digital infrastructure to provide technological resources and ensure reliable internet access in universities to enhance utilization of online platforms for effective instructional delivery.
Keywords
Introduction
The emergence of Information and Communication Technology (ICT) paved the way for online learning, which can also be referred to as e-learning, digital learning, or virtual learning. Online learning involves the use of computer technology and internet to deliver lessons, allowing learners to access knowledge without attending traditional classrooms. One of the greatest advantages of online learning is that teaching and learning can take place anytime and anywhere, making it flexible and allowing learners to learn at their own pace. Online platforms are digital services that use the internet to facilitate interaction between two or more persons, enabling users to create, share, and exchange information, goods, and services. Social media platforms such as Twitter and Instagram are used for communication, networking, connections, and sharing of contents. Business Education is widely known as education for and about business, aimed at providing individuals with economic understanding to improve their standard of living and the business system.
Twitter and Instagram in Business Education
Twitter is one of the online learning platforms that promotes social connection among students and lecturers globally, enhancing communication, building critical thinking, and sharing knowledge worldwide. Students who study with Twitter have higher academic performance and greater engagement scores than their counterparts who do not use such online learning platforms. The versatility of the Twitter platform enables its use in most educational settings, promoting student engagement in lectures by allowing free-flowing, two-way communication. Instagram is another online learning platform for better understanding through pictures and videos, where students can watch and share videos, answer questions, and discuss contents. Instagram increases participation, personalization, and productivity among users, improves students' digital skills, and provides opportunities for peer learning and problem solving. With utilization of Instagram for Business Education students, universities can increase alumni engagement by serving their learning needs throughout their career and help students rapidly upskill and catch up on emerging trends in Business Education.
Statement of the Problem
Despite developments and innovations in technology that have brought tremendous changes to teaching and learning environments, the traditional use of chalkboard and textbooks has continued to dominate classroom activities in different programmes including Business Education in most universities in Nigeria, particularly in the South-East. Failure to widely utilize online platforms in Business Education may result in producing graduates who may not fit into the labour market and be unable to compete effectively with graduates of programmes where online learning platforms are widely utilized. Additionally, Business Educators and their students may not cover their course contents if they continue to use traditional methods of teaching that require everyone to be within the four walls of the classroom, especially given the hike in transportation costs in the country. The extent of utilization of online platforms for effective instructional delivery by Business Educators in universities in South-East, Nigeria was yet to be ascertained.
Methodology
Descriptive survey research design was employed in this study. The population comprised 95 Business Educators in all eight public universities in South-East, Nigeria offering Business Education programme. The entire population was studied without sampling because the size was manageable. A structured questionnaire with 23 items in two sections on Twitter and Instagram platforms was used for data collection, with a four-point rating scale (Very High Extent, High Extent, Low Extent, Very Low Extent). The instrument was validated by three experts from Enugu State University of Science and Technology. All 95 copies were completed and retrieved, representing a 100% return rate. Mean and standard deviation were used to answer research questions, while t-test was used to test null hypotheses at 0.05 significance level.
Results
Research question one revealed that Business Educators utilize Twitter platform at very high extent for seven activities with mean scores ranging between 2.65 and 2.93, while it is utilized at a low extent for the remaining seven activities. The grand mean of 2.04 shows that Twitter is utilized to a low extent by Business Educators in universities in South-East, Nigeria for educational delivery. Research question two revealed that Business Educators utilize Instagram platform at very high extent for five items with mean scores ranging between 2.65 and 2.74, while it is utilized at a low extent for the remaining five activities with mean scores ranging from 1.55 to 1.66. The grand mean of 2.19 shows that Instagram is utilized to a low extent. Both hypothesis tests showed no significant difference between male and female Business Educators on the utilization of Twitter (t = 0.205, df = 93, p = 0.838) or Instagram (t = 0.489, df = 93, p = 0.636) for effective instructional delivery.
Conclusion and Recommendations
Both Twitter and Instagram are vital online platforms for effective instructional delivery, but Business Educators need to improve on the utilization of both platforms. This is necessary to prepare graduates of the programme for a technology-driven society and to ensure competitive advantage of Business Education graduates in the global market. The management of tertiary institutions in South-East Nigeria should collaborate with private sector organizations for the provision of online learning facilities such as Twitter and Instagram. University authorities should also provide enabling environments such as regular supply of electricity and internet facilities for the utilization of online learning platforms. Government and school authorities should invest in robust digital infrastructure to provide technological resources and ensure reliable internet access in universities to enhance utilization of online platforms for effective instructional delivery in the field of Business Education.