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Holistic E-Learning in Nigerian Higher

Education Institutions
N. D. Oye, M. Salleh, and N.A. Iahad

Abstract— This paper discusses holistic e-learning in Nigeria higher Education (HE) institutions. We assume, however that, a
semblance of e-learning exist, at the departmental levels of the HE institutions, rather than the whole institutions. A case study
of e-learning technology tools at Federal University of Technology Yola (FUTY) shows that ICT infrastructure is more tilted to the
management (offices) and schools/faculty (offices) than the departments, lecture halls and students hostels. This paper is
looking into the disparity observed between the successful adoption of technology for administrative purpose and the less
successful adoption of technology with regards to teaching and learning. That is the major reasons why we have partial e-
learning in most Nigerian HE institutions. The paper is proposing a move from separate e-learning research focus to holistic
research focus, by adopting social software as a new approach for networking within the institutions and with other institutions.
Finally the expected benefits of holistic e-learning were enumerated.

Index Terms— Holistic-e-learning, Knowledge transfer, Social software, Networking.

——————————  ——————————

1 INTRODUCTION

W ith the rapid development of information tech-

nology, the age of E is walking to our educational
circles. Thus we have E-Business， E-Marketing，
E-Government， E-Management， E-Learning, E-Library
and so on. In the era of knowledge economy of globaliza-
tion, informationization, and networking, e-learning plays
a more and more obvious role in the education training [1].
Education is a main factor for sustainable development [2].
The importance of education, especially in developing
countries, is increasing because of advancing pressure to
catch up with the developed world regarding, for example,
global competitiveness [3]. Typically, educational settings
are different in developing countries than in developed
countries, such as low quality of education and narrow
possibilities in attending schools in rural areas because of
far distances and high opportunity costs [2]. Country-
specific conditions have to be improved regarding compul-
sory and free education to foster general access to educa-
tion. In Article 26 of 1948 UN universal declaration of hu-
man rights the right of compulsory and free education for
everyone is already committed (UN Human Rights 1948).
A wide range of learning approaches exists already, for
example, e-learning, blended learning [4], and distance
learning which utilize information and communication
technology (ICT). Using ICT can benefit, for example, stu-
dents in rural areas by having them attend classes as dis-
tance learners and motivating them to learn like the “One
Laptop per Child” (OLPC) initiative offers. Regarding this,
the potential of e-learning seems very promising, but be-
————————————————
 N.D.Oye is with TheFederal University of Tech. Yola, Nigeria, Dept of
Maths and Computer Science.
 M. Sallehis with the Department of Computer Science, Universiti Techno-
logi Malaysia, Skudai, Johor.
 Noorminshah is with the dept of Information system. Universiti of Tekno-
logi Malaysia, Skudai, Johor.
cause of gaps between developed and developing coun-
tries knowledge transfer is not only difficult but also ex-
pensive. The world is confronted with two trends that have
major implications for the worlds’ education systems. The
first trend is the exponential growth in knowledge and
technology that is transforming all aspects of global society
and economy. The second trend is the increasing shortage
of teachers in both developing and developed nations.
E-learning can play a critical role in preparing a new gen-
eration of teachers, as well as upgrading the skills of the
existing teaching force to use 21st century tools and pedago-
gies for learning. E-learning can contribute to the teachers’
development as part of a national strategy for educational
and economic development, its role in helping to meet the
quantitative, capacity-building capabilities, and qualitative
demand for teachers cannot be over emphasized. Many na-
tions are not only coping with shortages of teachers, but with
the challenges of updating the knowledge and skills of the
exiting teaching force [5]. E-learning has played an increas-
ing important role in supporting the economic and educa-
tional growth of industrialized nations. It also offers oppor-
tunities for developing nations to enhance their educational
and economic development.
In Section 2 various definitions of e-learning were looked
into. In Section 3 relevant literature were reviewed. The
challenges of e-learning in general and that of Nigerian uni-
versity education was the content of Section 4. Section 5
covered the issue of holistic e-learning, e-learning technolo-
gies and how social software can assist in knowledge trans-
fer. Again in this Section, the benefit of holistic e-learning
was discussed. Finally Section 6 concludes the matter, that if
holistic e-learning is adopted in Nigerian Higher education
institutions, the use of social software will lead to educa-
tional networking and knowledge transfer.
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2 DEFINITION OF E-LEARNING case and to engage with the imperatives being voiced by
many different groups ranging from unions and associa-
E-learning is not only about training and instruction but
tions to industry, business and regional authorities.
also about learning that is tailored to individual. Different
There is a shift from the traditional approach of teacher-
terminologies have been used to define learning that
directed / didactic to modern methods where computer
takes place online, a fact that makes it difficult to develop
technology plays a significant role. The information and
a generic definition. Authors agree that a single definition
communication technology has promoted learning and
for e-learning has not yet been found. Terms that are
made it more meaningful, where students can stay even
commonly used to define online learning include e-
in their homes or classrooms and receive lectures without
learning, Internet learning, distributed learning, net-
seeing the lecturer. The aspect of information and com-
worked learning, tele-learning and telematics distributed
munication technology that has brought about this revo-
learning [6, 7], virtual learning, computer-assisted learn-
lution in students’ learning is e-learning. According to
ing, Web-based learning, and distance learning. E-
[12], the 21st century is a knowledge century and the-
learning covers a wide set of ICT technology-based appli-
would be engineers, doctors, architects and other profes-
cations and processes, digital collaboration and network-
sionals to be produced in Nigeria must be current in
ing. It includes the delivery of content via Internet, Intra-
knowledge. Unfortunately, the diminishing funding of
net, and extranet, satellite broadcast, audio-video tape,
higher educational institutions in Africa, coupled with
interactive TV and CD-ROM [8]. Nonetheless, the differ-
increased students’ enrolment has led to a decline in the
ent terminologies all point to a similarly conceived educa-
quality of education [13]. Although, this is an African
tional experience. All of these terms imply that the learner
problem, but it seems it is most prevalent in Nigeria.
is at a distance from the tutor or instructor, that the learn-
Nwaka [14] observed that as a consequence, Nigerian
er uses some form of technology (usually a computer) to
universities are now only a shadow of their former glory.
access the learning materials, and that the learner uses
In Nigeria, awareness to e-learning started gathering
technology to interact with the tutor or instructor and
momentum two decades ago. The early exposure came
other learners, and that some form of support is provided
through lecturers who studied abroad and had opportun-
to learners [7].
ities of attending conferences on e-learning technologies.
The term E-learning brings together different fields as
Even at that, what was obtainable as was the case with
highlighted in the following definition: “E-learning is the
University of Abuja was the lowest aspect of ICT such as
unifying term to describe the fields of online learning,
print, audio/video tapes and digital radios [1]. This situa-
web-based training, and technology-delivered instruc-
tion is similar in other universities in the country. This
tion”. elearning.html [9] from
position is not a surprise because Nigeria has no specific
http://agelesslearner.com/intros/elearning.html, the
policy for ICT in education. It is only in February 2007
definitions of e-learning highlights the use of computer
that the Federal Ministry of Education created its ICT de-
and communications technology in this process. E-
partment [15].
learning is an approach that facilitates and enhances
However, a semblance of e-learning exist, at the de-
learning through both computer and communications
partmental levels, rather than institutional, and these de-
technology. Such devices can include personal computers,
partments are more in the medical, engineering, envi-
CD-ROMs, digital television, personal digital assistants
ronmental sciences and computer science or informatics,
(also called PDAs) and mobile phones. Communications
where the synergy between research and teaching was
technology enables the use of the Internet, e-mail, discus-
strongest, and the essential infrastructure for course de-
sion forums, collaborative software and team learning
velopment and delivery were most accessible. To meet
systems. E-learning may also be used to support distance
citizens’ expectations and governments’ own aspirations
learning through the use of Wide area networks (or
cost effectively, e-learning must become a key element of
WANs), and may also be considered to be a form of flexi-
school, higher level and adult education. Today e-
ble learning where just-in-time learning is possible.
learning is used effectively in an increasing number of
Courses can be tailored to specific needs as either syn-
commercial organizations and governments, alongside
chronous (in real time) or asynchronous learning (stored
conventional methods; there is also an emergence of e-
for use later on). Where learning occurs exclusively on-
Learning systems being adopted by government as they
line, this is called online education. When learning is dis-
begin to realize the benefits for students and teachers [16].
tributed to mobile devices such as cell phones or PDAs, it
The slow pace in e-learning development may have in
is called m-learning. Wikipedia [10] from
part accounted for the low rating of Nigerian universities
http://en.wikipedia.org/wiki/E-learning.
globally in terms of impact and productivity in web-
related activities. Interestingly, no Nigerian University
3 LITERATURE REVIEW was ranked among the first 50 in the world in terms of
learning in tertiary institutions all over the world has web size, papers, rich files and scholarship. In Africa, Ni-
undergone tremendous transformation, especially since gerian University took the 44th position, while in the
the advent of information and communication technology world it ranked 5,834 [17].
(ICT).Czerniewcz and Brown [11] argued that globally, According to [18], the core medium of instruction on
higher education has been required to become responsive the African continent remains print, with other technolo-
to many more social interests than was previously the gies acting as a supplementary means of delivery. None-
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theless, there are significant investments which are being 4 CHALLENGES OF E-LEARNING
made in computer technologies to support functions such
Folorunso et al. [24] found that mass unawareness, low
as the extension of programs to distant sites and the use
computer literacy level and cost were identified as critical
of ICTs to support the teaching and learning, research
factors affecting the acceptability of e-learning by stu-
and other management functions [19]. E-learning is meant
dents and lecturers of Nigerian universities. Schmidt [25]
to encompass all approaches of delivery instruction to a
points out that e-learning places high demand on learners
learner using electronics means. The traditional classroom
who have to be more proactive and disciplined than in
of teaching and learning has always had the limitation of
traditional face-to-face education. Schulmeister [26] states
not being able to provide personalized learning content
that experience proved that the benefits of e-learning
that would meet the individual needs of each learner. E-
could not be fully taken advantage of, expectations could
learning technologies have the potential of being de-
not be met and that technology often was used to simply
signed to give the learner the appropriate content in line
reinforce outmoded approaches to learning. Resnick [27]
with the learners’ personal information requirements [20].
criticizes that even though ICT is applied in education,
This scenario notwithstanding, government has in re-
the approaches to teaching and learning remain largely
cent past evolved and funded e-policy programmes
unchanged. In order to entirely profit from new technolo-
aimed at providing e-learning facilities in higher institu-
gies, educational approaches and concepts of how tech-
tions in Nigeria. This bold step was not sustained, and as
nology can support them should be fundamentally re-
such, further development of e-learning technology has
thought.
attracted a not-so-good attention. This is mainly obtaina-
ble in universities. The situation at other levels of higher
4.1 Challenges of Nigerian University Education
education is near blurred. Bugaje [12] lamented that e-
learning is very minimal in our curriculum; Internet con- Nigeria’s higher education system currently has a total of
nectivity in our institutions still relies on small cafes 95 universities; 27 Federal universities, 34 State universi-
owned by private individuals, libraries depict the picture ties and 34 Private owned universities [28] - and about
of museums with old and out-dated books, some of 160 other tertiary institutions - Colleges of Education,
which existed since the colonial era, and there is no con- Polytechnics, and Monotechnics [29]. Every year, about a
nection to virtual libraries or journal websites. Shettima million students apply to enroll into these universities
[21] pointed out that the University of the 21st century and barely 10% of them are enrolled [30]. In other words,
must embrace e-learning as a strategy for delivering qual- the demand for university education in Nigeria is higher
ity teaching and offer services for its students. Pushing than what the university capacity can accommodate. Over
further he maintained that e-learning includes digital li- the years, universities’ admission rates have been on the
brary, computerization of administrative services, smart rise; however, it has not kept up with the increasing de-
lassrooms and e-journals. Universities could take advan- mand [31].
tage of new technological developments to address some Figure 1 reveals the wide gulf between the demand for
of the problems of resource constraints, which is currently admission places (number of applicants) and the actual
plaguing the university system in particular and higher number of students admitted annually. The percentages
education in general. For e-learning to succeed in devel- of admission for 2005/2006, 2006/2007 and 2007/2008 are
oping counties (such as Nigeria) it needs to build on 8.4%, 11.1% and 11.8% respectively.
another important pillar, which is the existence of infra-
structure, along with some degree of connectivity.
NetTom [22] opined that cognitive gains from e-learning
include hypertext learning which is non-linear and can be
structured to engage learners into making greater use of
critical thinking skills. Educational gains of e-learning
include being forced to consider the requirements of
learners and becoming more flexible with curriculum.
Also, it enables learners to look towards teachers for
perspective interpretation, analysis, motivation and guid-
ance and teachers will expect learners to become more
critical users of information and to generate their own
contributions to knowledge. E-learning delivers content
through electronic information and communications
technologies (ICTs). Use of these ICT, involves various
methods which includes systematized feedback system
Fig.1. Number of applicants and students admitted annually
computer-based operation network, video conferencing
into Nigerian universities (http://jamb.edu.ng/)
and audio conferencing, internet worldwide websites and
computer assisted instruction [23].
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Across these years, the highest point of admission into
the universities has only been 11.8%, while the average
rate of admission is only 10.3% of the total number of ap-
plicant. Figure 2 summarizes the constraint faced by the
Nigerian HE related to the implementation of E-learning.
Fig. 2. Dimensions of capacity constraint in
Nigerian Universities (Ekundayo, 2009)
The development of human resource capacity for the
delivery of an effective education is of grave importance
[32]. UNESCO [33] however reported the shortage of
teachers in all the key disciplines in Nigerian universities,
with the exception of arts. The only areas where the staff-
student ratios are approximately as expected are in vete-
rinary medicine and social sciences. Ogunsola and Ab-
oyade [34] emphasized that developing countries must be
active in developing infrastructural, institutional and
human capital capacities to effectively tackle the chal-
lenge of limited capacity. In the context of ICT utilization
in schools, [35] stressed that limited or non availability of
ICT trained teaching staffs militate against capacity build-
ing in Nigerian universities.
Ndulu [36] reported that over 21,000 Nigerian PhD
and Medical doctors are working in the United States.
The consequence of such migration is that it reduces the
capacity of institutions to admit more students as the
staff-student ratio keeps dwindling continuously.
The budget allocation to the education sector in Nige-
ria has been in decline over the years. Less than 10% of
the national budget is usually allocated to education in
Nigeria as against 26% recommended by UNESCO [37].
Lack of some basic resources was reported such as li-
mited number of textbooks and desks or writing spaces,
libraries without journals, and laboratories without
equipments [38]. Ekundayo [39], suggest the strategic use
of ICT in Nigerian Higher institutions to increase its ca-
pacity of admission.
There are many examples of online collaboration to
develop and share culturally relevant content and learn-
ing resources. Effective Internet resources must be identi-
fied and strategic matches made with the prescribed cur-
ricula. Sketch of network ask-answer for e-learning is as
showed in Figure 3 [5].
23
Fig. 3. Sketch of network ask- answer for e-Learning
(Guanying, 2010)
5 HOLISTIC E-LEARNING
According to our holistic conception, it is a move from
separate e-learning research to holistic e-learning research
as see in Figure 4. The need to move to multidisciplinary
e-learning research is described when information sys-
tems, organizations, and education deals with e-learning
from design theory perspective [40]. It is important to
consider the e-learning as a larger learning organizational
and societal phenomenon than only as an individual level
phenomenon, because as a new society with ICT innova-
tion, the adoption of the e-learning needs larger view
than only the view of the e-learning course development
and use.
This paper is proposing holistic e-learning in Nigerian
Higher Education institutions. The problem underpin-
ning e-learning is the disparity obsevered between the
succeeful adoption of technology for administrative pur-
pose and less successful adoption of technology with re-
gards to teaching and learning. We assume, however, a
semblance of e-learning exit, at the departmental levels of
the HE institutions, rather than the whole institutions,
and these departments are more in the medical, engineer-
ing, environmental science and computer science or in-
formatics where the synergy between research and teach-
ing were strongest. No wonder [41] in his paper titled
“Nigerian Graduating Students’ Access to e-learning
Technology”; the result of the analysis shows that gra-
duating students in Nigerian higher institutions who
have access to e-learning technology were negligible. This
call for more concerted effort on the part of the managers
of higher institutions to make e-learning technology more
accessible to students at all levels.
5.1 E-learning Technologies
ICT suitable for enabling or supporting e-learning is
called e-learning technology. E-learning refers to the use
of ICTs to enhance and support teaching and learning
process. E-learning is the learning that involves acquisi-
tion, integration, generation and transfer of knowledge
using ICT. Functionally, e-learning includes a wide varie-
ty of learning strategies and ICT application for exchang-
ing information and gaining knowledge. A case study of
Federal University of Technology Yola (FUTY), Adamawa
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State, Nigeria - 2010 is shown in Table 1.
Table 1. E-learning Technologies in FUTY-2010
 
Key 
Available 
• Not Available 
The application of ICTs is already changing many
higher learning institutions in most developing counties
due to many socio-economic and technological circums-
tances. However in the case of FUTY, the ICT infrastruc-
ture is more tilted to the management and schools (facul-
ties) than to the departments, lecture halls and the stu-
dent hostels. This is the partial e-learning that exist in
most Nigerian HE institutions. Hence this paper is pro-
posing a move from separate e-learning (partial e-
learning) research focus to holistic research focus.
Holistic e-learning focus on the whole institution, in
terms of ICT infrastructure installations that is (Manage-
ment, Educators and education). Using this approach HE
institutions in Nigeria will have a situation where there
will be networking of information and knowledge trans-
fer. From Figure 4:
i. Management staff interacting with academic staff to
improve his knowledge thus promoting e-learning in
workplace.
ii. Students interacting with management staff on admin-
istrative issues, library, admission, processing of tran-
scripts etc.
iii. Interaction between lecturers and students that is syn-
chronous and blended learning.
Fig. 4. Move from separate e-learning research focus to Holistic
Research focus.
5.2 Social Software
The paper further proposes the use of social software
to strengthen the holistic e-learning in HE institutions in
Nigeria. Social software is defined as a tool that allows
people to connect with others to share ideas and collabo-
rate online. In e-learning, social software is used for co-
existence, communication, coordination, collaboration
and knowledge sharing (knowledge transfer) [42].
24
This gives a general overview of e-learning initiatives
between two institutions A and B, and the stakeholders
involved in knowledge transfer (KT) together with exam-
ple categories of social software. Social software tools
used are synchronously or asynchronously within or be-
tween groups of stakeholders at institutional (vertical) or
inter-institutional level (horizontal and diagonal).
5.3 Knowledge Transfer with Social Software
Knowledge is defined as “body of information”. Ex-
plicit knowledge, represent knowledge that an individual
hold consciously in mental focus, in a form that can be
easily communicated to others. Tacit knowledge
represents internalized knowledge that an individual
may not be consciously aware of, such as how he or she
accomplishes particular task. The knowledge manage-
ment system acts as the platform for managing know-
ledge acquisition, accumulation, diffusion, integration,
implementation, and creation. A well-functioned know-
ledge management system transfers the right amount of
information to the right person at the right time, so as to
help them make better decisions [43]. Knowledge trans-
fer occurs when individuals are able to connect with oth-
ers who have the desired expertise and experiences.
From Figure 5, we have the following:
i. Learners of one institution interacting among them-
selves
ii. Learners between institutions interacting
iii. Learners and teachers of one institution interacting
iv. Learners and teachers between institutions interacting
v. Teachers between institutions interacting
vi. Teachers of one institution among themselves.
Institution A Institution B
Fig. 5. Model of e-learning initiatives: knowledge transfer be-
tween and within institutions with social software (Tanja Kohn,
2009).
The computer networks will have an equally powerful
impact on collaborative educational activities as shown in
Figure 6. The technological and organizational infrastruc-
ture that enables creation, storage, communication and
use of information in electronic form is evolving rapidly
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within and among neighborhoods, communities, institu-
tions, households and individuals. It is also changing the
very concept of “community,” with information reposito-
ries, online events, virtual work groups and electronic
communications redefining communities’ temporal and
geographic boundaries. These changes, in turn, are gene-
rating changes in the roles and responsibilities of tradi-
tional institutions for providing educational opportunities
for college student [17].
Fig. 6. Computer Network (Ning, 2010)  ty,” Proc. Second International Workshop on Education Technology and Com-
5.4 Benefits of Holistic E-learning in HE
institutions
Holistic e-learning when embarked upon can reduce
cost, risk of life and time schedule. FUTY, which is our
case study shows that, student industrial work experience
scheme (SIWES) is six months.
Siwes Activities
i. Student will travel out to different states to look for
placement in firms and organizations.
ii. Lecturers will travel out to supervise the students in
their workplace.
iii. Students will prepare their siwes reports.
We have the following benefits:
i. The placement of the students can be done online
ii. Supervisors can monitor the progress report of their
students online
iii. The students can interact with their supervisors on-
line, by email or chat on new discoveries on the
fieldwork
iv. There could be an academic interaction between the
lecturer and the students’ fieldwork supervisor
v. The institutions will be able to sell their e-learning
programmes to these firms and organizations
vi. Promoting e-learning in workplace
vii. Promoting blended learning in HE institutions.
viii. Improvement in admission capacity of Nigerian HE
institutions.
25
6 CONCLUSION
This paper focused and proposed holistic e-learning
for HE institutions in Nigeria and other developing coun-
tries because of its benefits. The only way to judge the
accessibility of an institution is to assess it holistically and
not judge it by a single method of delivery. If holistic e-
learning is adopted in Nigerian HE institutions, the use of
social software will lead to educational networking and
knowledge transfer, as seen in Figures 2, 4, 5 and 6. This
will reduce the major problem of admission capacity in
Nigerian HE institutions.
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N.D.Oye, receive his M.Tech OR (Operations Research) degree
from the Federal University of Technology Yola- Nigeria in 2002. He
is a lec-turer in the department of Mathematics and Computer
Science in the same Univeristy. At the moment he is a Phd student
in the department of Information Systems in the Faculty of computer
Science and Infor-mation systems at the Univeristi Teknologi Malay-
sia, Skudai, Johore, Malaysia.
M. Salleh received her Phd in Computer Science at Universiti Tekno-
logi Malaysia in the field of computer networking. Presently she is
the Head of Department of Computer Systems and Communication,
Faculty of Computer Science and Information Systems, Univerisiti
Teknologi Malaysia. Her research areas include computer security,
cryptography and networking.
N. A. Iahad has a Phd at the school of informatics, The University of
Manchester. Her research areas are: online Learning and asyn-
chronous computer- mediated- communication. Currently she is a
lecturer in the department of Information systems, in the faculty of
Computer Science and Information system, Universiti Teknologi
Malaysia.