Dr

Abstract

INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE OPEN DISTANCE LEARNING IN THE 21ST CENTURY NIGERIA

DR. OLONIKAWU, A.SAMUEL
EDUCATIONAL FOUNDATIONS DEPARTMENT,
FACULTY OF EDUCATION,
KOGI STATE UNIVERSITY, ANYIGBA.
[email protected], 08032372621
&
DR. OMIOLA MATHEW ADETAYO
SCIENCE EDUCATION DEPARTMENT,
FACULTY OF EDUCATION,
FEDERAL UNIVERSITY DUTSIN-MA, KATSINA STATE.
[email protected], 08160686593
&
DR (MRS) ABOYEJI, B. O
GLASS DEPARTMENT,
FACULTY OF ENGINEERING,
UNIVERSITY OF ILORIN, ILORIN.
08055679246, [email protected]

A PAPER PRESENTED AT THE FIRST INTERNATIONAL CONFERENCE OF ASSOCIATION FOR INNOVATIVE TECHNOLOGY INTEGRATION IN EDUCATION (AITIE)
VENUE: THE MAIN AUDITORIUM OF UNIVERSITY OF ILORIN, ILORIN. NIGERIA
DATE: 24TH -28TH JULY, 2017
Abstract
Open and distance education (ODE) is the teaching and learning process in which students are separated from the teachers by a physical distance which is often bridged by communication technologies. It incorporates a variety of media and technologies to ensure that quality education is given to a larger number of learners irrespective of their age, sex, tribe and location. The integration of information and communication technology (ICT) in ODE is all about transforming the methods, means and technique by which education is provided and accessed by learners. The integration of ICT in ODE entails the use of media with high interactivity, that is media which can promote both teacher-student and student-student interactions. The nature of ODE and the need to provide opportunity for a learner to interact with instructors and other learners makes it necessary for the integration of ICT which can help foster effective delivery. This paper examines the concepts of ODE and ICT. The different ways ICT can be utilized in ODE and the challenges of using ICT application are discussed. Finally, some suggestions on how to improve the integration of ICT in ODE are made.

Keywords: Integration,Open Distance Learning, Information and Communication Technology.
Introduction
Open and distance education is not new in Nigeria, its origin could be traced back to the colonial era. Comet Newspaper (2002) asserts that, banished Emirs from Northern States used distance education techniques to keep regular contacts with their respective subjects at home. Tait (2003), also agreed with Bell and Tight (1999) that the University of London was the first Open University, which made students all over the world to look for tutorial support to supplement the bare syllabus which they received on registration. Omolewa (2003) noted that Nigerians enrolled for the first time in the University of London Matriculation Examination as external candidates as far back as 1887.
Many other institutions served the Nigerian populace that was eager to get quality education until 1976 when the department for correspondence courses was established in University of Lagos as a follow up to the Ashby report on higher education in 1960. However, the emergence of National Teachers’ Instita (NOUN) was establishedand rekindled in 2002 by Obasanjo administration
Open and distance education is a major way of providing quality access to basic and tertiary education for millions of citizens. The objectives of open and distance education in Nigeria as stated in the National Policy on Education (2009) include:
- Providing access to quality education and equity in educational opportunity for those who otherwise would have been denied.
- Meeting special needs of employers by mounting special certificate courses for their employers at their workplace.
- Encouraging internationalization especially of tertiary education curricular.
- Ameliorating the effect of internal and external brain drains in tertiary institution by utilizing Nigerian experts as teachers regardless of their location or workplace.
If Nigeria will realize these objectives, there is great need for continuous use of modern technologies, especially information and communication technology in open and distance education. According to Yusuf (2006), distance education program is dependent on good information and communication for successful learning. He also maintained that this is because interaction is essential to students’ learning and to the overall success and effectiveness of distance learning. In the words of Akpan (2008), the traditional method of managing distance education and transmitting knowledge and skills through print materials that were self-instructional is gradually giving way to internet- based materials. He maintained that Nigeria cannot achieve quality in open and distance learning without sound knowledge of information and communication technology. ICT is viewed as a factor that can enhance quality in the operation of open and distance education. According to Johnson (2007), without effective communication, the education process is hampered. Hence in order to ensure quality in the education delivery via open and distance learning, the issue of integration of ICT must be adequately addressed.
Meaning and Nature of Open and Distance Education
Scholars have defined open and distance education in different ways. Dhanayaran (2001) defines it as the means by which the teacher is taken away literally from the student. Perraton (2001) sees it as an educational process in which a significant proportion of the teaching is conducted by “someone†and the learner is therefore necessarily provided for by different means of communication and instruction. Also, Glen (2005) identifies open learning as policies and practices that permit entry tolerating with little or no minimum barriers with respect to age, gender or time constraints and with recognition of prior learning. According to Yusuf (2006), distance education means the delivery of useful learning opportunities at convenient place and time for learners irrespective of the institution providing the learning opportunity.
One can therefore sum up that ODL is a very flexible and accessible means where by one irrespective of age, sex or work type can confidently acquire education. It is characteristically different from the conventional mode of education. Open and distance education is therefore a departure from the traditional method of education. Though distance education shares the goals of conventional education, it also aims at providing access to historically under-served, place-bound and highly-motivated population. Contacts between the students and institutions are provided through interactive and non-interactive media (Yusuf, 2006). Akpan (2008) maintained that though distance education emphasizes independent study as a way of liberating the learners from the fetters of school routine, it does not imply self-study because of the two way communication.
This suggests that the separation of the teacher from learner in time and space does not mean complete communication cut-off. As such, open and distance education is a formalized teaching and learning system specifically designed to be carried out remotely by using a variety of media and technology for instructional delivery (Akpan, 2008).
The Concept of Information and Communication Technology
Information and communication technology which has completely revolutionized the entire world started as information technology (IT) which deals with the aspect of managing and processing information through the use of electronic computers and computer software to convert, store, protect, process and transmit and receive information (Akpan, 2008). According to Onuma (2007) in Akpan (2008), information technology is focusing on electronic generation, storage, retrieval, utilization and protection of information for future use. The national policy on information technology (NPFI) (2010) describes information technology as computer, auxiliary equipment, software and firm way and procedures, services and related resources. The knowledge of ICT is now widely incorporated into many areas including education.
Information and communication technology is a process of creating, processing, storing, retrieving and disseminating information and data using computers and telecommunications. It allows electronic communication through facsimile, e-mail, voice mail, and video conferencing and has led to the widespread use of networking technologies such as internet, World Wide Web, intranets and extranets, online data-bases, integration of information system and modeled communication (Olonikawu, 2016 in Akpan, 2008). Accordingly, it is in line with this multi-function nature of ICT that Obanya (2003) describes ICT as the sole creation of humankind that has thrown off balance the conventional perceptions of time and information.
The integration of ICT knowledge in all spheres of human endeavor is no longer news including education. In education, ICT can be viewed as the application of digital equipment to all aspects of teaching and learning. It involves a combination of technologies for collecting, storing, processing, communicating and delivering information related to teaching and learning process (Johnson, 2007). The integration of ICT knowledge has brought to an end the age long barriers to quality education such as time, space, location, convenience etc. Information and communication technology comprises of three key terms; information, communication and technology.
Johnson (2007) defines these lead terms thus:
Information: This is data that have been processed, analyzed, interpreted and meaningful to the receiver of the message; it is very useful in problem solving and decision making.
Communication: This is the process of transferring information from one source to another or from one person to another or group or persons (audience). Information is closely related to communication.
Technology: This is the process of using information to have meaningful control over nature in order to survive the challenges and changes in the environment so that a civilized life of higher standard of living can be achieved.
Many ICT tools that can be used by students to learn via the open and distance education as identified by Yusuf (2006) and Akpan (2008) include among others;
- Computer
- Radio
- Television
- Tele conferencing
- Networking and
- Interactive video
Challenges of Integrating ICT in Open and Distance Education
Despite the numerous prospects of the use of ICT in open and distance education to ensure quality education delivery, several factors have continto change, the attitude of both learners and teachers towards ICT, work ethics, competence and training in ICT and financial constraints (Kidombo, 2009).
Similarly, Yusuf (2006) has identified other factors as problem of electricity, poor economic situations and poor ICT penetration.
Furthermore, Akpan (2008) has reiterated other militating factors to include those of lack of skills in designing course wares, poor internet connectivity and low teledensity.
Integration of ICT in Open and Distance Education
Information and communication technology can be used in any of the following areas in order to ensure quality in education delivery via the open and distance education.
- Admission of students: the admission of students could be done on-line to check some foul practices by students.
- Students’ registrations and fees payment: Online registration and fees payment will help reduce incidences of fraud and reduce the hassles students’ god through during such processes, since it will allow students to register at their convenience.
- New students’ Orientation: Orientation programs are designed to acquaint new students about their courses, criteria etc. Due to the scattered nature of ODE students, the use of e-mails could alleviate the stress of students gathering in one location for orientation courses.
- Students’ Records: If students’ records are digitbased technologies for effective teachilarge number of students and resolves the problem of inadequate teaching personnel. Proper use of ICT facilities enhances quality instructional delivery.
- Students’ Assessment: Since instructional delivery can be done on-line, similarly, with effective use of ICT and appropriate media supervision of students’ learning activities and assessment of same can be done on-line. In the words of Akpan (2008), the process of e-teaching allows for e-valuation and this helps to curb examination malpractice which has posed a threat to Nigerian education system. This will help ensure quality in students’ assessment.
Conclusions
Education worldwide is largely influence by ICT as the world has become a global village. Teaching and learning has become more interactive and interesting with the introduction of ICT into the classroom. This has made ODL to be more accessible to learners irrespective of their location within the country. ICT is being used in many imaginative ways to teach higher order reasoning skills. Evidence abound that computer assisted instruction improves on traditional mode of teaching.
Recommendations
To enhance proper integration of ICT in open and distance education, the following are recommended:
1. Tutors in open and distance learning programs must have a compulsory good training in ICT programs. They must be ICT compliant.
2. High quality and reliable ICT facilities should be provided together with skilled personnel to ensure smooth system runs.
3. The Federal government should ensure adequate funding of distance education programs in Nigeria.
4. The government should improve on the state of power supply in Nigeria.
5. Orientation programmes should be conducted for all teachers and students of distance learning programme on the importance of ICT.

References
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