Abstract:
This study developed an e-learning programme for digital empowerment of university students in South-East, Nigeria. Specifically, the study sought to identify: the objectives of e-learning programme, the content of e-learning training programme, the instructional methods to be used in e-learning programme, learning experience required to enhance learning in e-learning programme, activities to be used for evaluating the students in e-learning programme. A draft e-learning programme was developed and validated. Five research questions and five hypotheses tested at 0.05 level of significance, guided the study. The study adopted the Research and Development (R and D) design. The study was carried out in five phases as follows: Phase 1: Determination of the needed e-learning skills, knowledge and attitude by students. Phase II: Determination of the components of e-learning programme to be developed. Phase III: Development of the draft e-learning programme. Phase IV: Validation of the draft e-learning programme. Phase V: Revision of the draft e-learning programme. The study was conducted in the South-East of Nigeria. The population was made up of 251 respondents as follows: 187 Lecturers and 64 instructors. The entire population was surveyed for the study because of its manageable size. Three instruments were developed and used for data collection, namely, the needs assessment questionnaire (NAQ), the e-learning Programme Questionnaire (EPQ) and the focus group discussion guide (FGDG). The EPQ was face validated by five experts from the University of Nigeria, Nsukka. Cronbach alpha reliability coefficient index was used to determine the internal consistency of the instrument and it yielded an overall coefficient of אּ = 0.919. The draft of the developed e-learning programme was validated by a focus group made up of thirteen experts, namely two Computer education lecturers, five Computer science lecturers, three instructors and three curriculum experts. Mean and Standard deviation were used to analyze the data collected on the research questions. For null hypothesis, the t-test was used to determine significant differences. The findings include: ten items on objectives of e-learning programme, fifty seven items on content of e-learning programme, twenty items on methods on instruction, fifteen items on learning experience and seven items on evaluation activities of e-learning. Based on the findings, it was recommended among others that (1) the Federal, state governments and individuals should help package the identified e-learning programme for students for the training of graduates for employment in computer trades. (2) There should be provision by the government and relevant agencies to provide a framework for regular up-skilling of computer lecturers in order to keep updating the required skills and competencies for instructional delivery in the e-learning programme (3) adequate human and instructional materials should be made available by the government and other stakeholders for effective integration of the e-learning programme into the curriculum of computer studies in Nigerian universities.
