European Journal of Open Education and E-learning Studies
ISSN: 2501 - 9120
ISSN-L: 2501 - 9120
Available on-line at: www.oapub.org/edu
10.5281/zenodo.57255
Volume 1│Issue 1│2016
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING
PROGRAMMES IN AWKA AND NNEWI CITIES IN
ANAMBRA STATE OF NIGERIA
Eyiuche Ifeoma Olibie1,
Ugochukwu Ifeyinwa Offor2, Chidi Geoffrey Onyebuchi3
1, 2, 3:
Department of Educational Foundations,
Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
Abstract:
The purpose of the study was to identify the hindrances to distance learning program in
two cities in Anambra State. Three research questions guided the study. The study
adopted survey research design. A sample of 180 students and 30 facilitators (total 210)
were randomly selected to participate in the study. A 15-item questionnaire was
developed and used to collect data from the respondents. The data collected was
analyzed using weighted mean. Findings indicated that poor Information and
Communications Technology (ICT) knowledge and skills, lack of enough time for the
students study, work pressure, academic stress, poor remuneration to the facilitators
and other administrative and mode of delivery issues hinder Distance Learning and
prevent some people for not availing themselves of the opportunity for distance
learning program. It was thus recommended among other things that Government and
management of the various centers should regularly train their staff and students of
Distance Learning on computer and technological applications to optimize the
potentials of Distance Learning. Also, students enrolling for Distance Learning should
properly obtain knowledge of Information and Communications Technology; organize
their time and resources to limit academic stress. Finally some limitations of the
findings were noted and suggestions for further research, made.
Keywords: distance learning, hindrances, barriers, information and communications
technology, technology competencies
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
Introduction
One of the major objectives stated in the Nigerian National Policy on Education
(Federal Republic of Nigeria, 2004) is the provision of equal educational opportunities
to all citizens at different levels of education. This objective aligns well with the need to
position Nigerian citizens with the qualifications and capabilities to be abreast of the
enormous changes being witnessed around the world. As Ossiannilsson, Williams,
Camilleri and Brown (2015) pointed out; the global education landscape is in a period of
dramatic change. Some have labeled the changes as disruptive, others evolutionary, and
some revolutionary. Other trends of change are associated with globalization of
commerce and trade enabled by technological developments, affecting both goods and
services; result in an increasingly global market for those with graduate level
qualifications. By offering such qualifications, it is widely accepted that higher
education plays a key role in the economic, scientific, social and human development of
any country. The economically strongest nations are those with the best performing
higher education sector. Higher education, as producers of knowledge and knowledge
workers, has lately assumed an even more important role: that of assisting countries to
develop into knowledge economies and to be globally competitive. A significant driver
of the changing landscape has been the dramatic rise in the use of technology and,
through various modes of delivery, the extension of the traditional campus to more
learners through Distance Learning (DL).
Distance learning is any type of instruction in which the student and instructor
are not in the same room but are separated by physical distance. O Lawrence
defined it as a medium of teaching and learning using modern technology so that
teachers or students do not have to be together in the classroom. Akande (2011) defined
it as the type of education that takes place outside the conventional school system; it is
imparted without necessarily having personal interaction with students or learners.
Jimoh (2013) stated that it as the acquisition of knowledge and skills through mediated
information and instruction. UNESCO (2015) has submitted that distance education is
any educational process in which all or most of the teaching is conducted by someone
removed in space and/or time from the learner, with the effect that all or most of the
communication between the teacher and the learner is through an artificial medium,
either electronic or print materials. Distance learning is also conceptualized as elearning and distance education (African Virtual University, 2014; Ahalt&Fecho, 2015;
Erickson &Larwin; 2015; Marques, 2013; Niari, Evaggelia&Lionarakis, 2016). E-learning
includes those programs that are delivered on-campus as supplements to traditional
class teaching; while distance education is described as an off-campus program.
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
From these definitions, one can see that Distance Learning is learning disassociated
from time and/or distance such that the learner does not share the same situation with
what is being learned. It is a mode of study that allows the learner to study most or all
of a course without attending a campus-based institution. Most definitions of distance
learning include the use of technology. Some, however, refer to the degree of
interactivity and the distance between learners. Other definitions do not require the use
of technology. In fact, distance learning, in the older paradigm, can be as simple as
postal correspondence and telephone communications. Hence, Distance Learning is a
formalized teaching and learning system specifically designed to be carried out
remotely by using electronic or non-electronic communication. A significant proportion
of the teaching is conducted by someone removed in space and time from the learner in
an educational process. The link between that someone and the learner is necessarily
provided by different means of communication and instruction. It is the kind of
learning that is expected to be taken by those who need to catch up on their formal
education and to effectively aid themselves towards self-fulfillment.It is a type of
education that may be received outside the campus environment and is organized and
delivered by tertiary institutions.
Distance learning is qualitatively different from much traditional teaching
system. The traditional system involves face-to-face lecturers from a physically present
tutor at a particular location. On the other hand, Distance learning programs resemble
correspondence courses that require a high level of learner independence and
management of the learning process by the students themselves. It serves relatively
dispersed students populations and involves a minimal reliance on physical face-to-face
teaching. The mode of delivery is that curriculum and contents of the learning material
are delivered without a physically present tutor through modular structure or credit
system. It makes a very good of a wide range of media and other resources selected
from those available in the context of the system. The media may include specially
prepared correspondence textbooks, newspaper, supplements, posters, radio and
television broadcast audio and videocassettes etc. Belanger & Jordan, 2004; Bonk, 2016;
Catalano,
Holden & Westfall,
Neslihan& Mustafa,
5zmen&“tıcı,
2015). By implication, in distance learning the normal or principal means of
communication is through prints and technology. There are numerous advantages of
distance learning. For example, the availability of online learning tools has provided
flexibility and the opportunity to complete course requirements from nearly any
location without a physical teacher. Other advantages include: the increased ease of
communication between participants, students
self-propelled actions to acquire
knowledge; empowering people with education to enrich their lives; greater equality of
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
peer participation in the discussion, anonymity of participants, reduction in bias, ability
to recruit diverse population, and the ability to address more controversial topics are
some of the advantages to distance education (Coursera, 2014; Jung & Belawati 2013;
Nekongo-Nielson, 20
O Kelly, Garrison, Merry &Torreano,
Schepens, van der
Slik, & van Hout, 2016).
Studies have also highlighted some barriers to DL. Electrical power and access to
Internet remain barriers to delivery in the developing world (Offorma, 2006; Ojo &
Olakulehin, 2006). Using factor analytic studies, Muilenburg and Berge (2001) grouped
identified DL barriers into eight clusters or factors as follows:
1.
technical expertise;
2.
administrative structure;
3.
evaluation/effectiveness;
4.
organizational change;
5.
social interaction;
6.
student support services;
7.
threatened by technology; and
8.
quality.
Berge and Muilenburg (2005) further found eight factors covering:
a)
administrative issues;
b)
social interaction;
c)
academic skills;
d)
technical skills;
e)
learner motivation;
f)
time and support for studies;
g)
cost and access to the Internet; and
h)
technical problems.
Isaac (2015) also found that whether in a traditional or distance education format,
adults may confront barriers to their learning. Now that technology plays such an
important role in DL delivery, new and returning adults may find additional barriers.
In a related study, Lloyd, Byrne and McCoy (2012) found that some barriers to distance
learning were faculty-related. A synthesizes of the barriers identified in literature
indicates that the barriers to DL could be student, administrative and mode of delivery
related. In Nigeria, there are many institutions involved in the establishment of
Distance Learning program such as National Open University of Nigeria, National
Teachers Institute Kaduna etc. In Anambra State for instance, Anambra Broadcasting
Service established a correspondence course program known as the University of Air.
Anambra State Broadcasting Service (ABS) collaborated with the National Open
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
University of Nigeria in Abagana to join hands for the same purpose. The ABS
Anampoly UNIAIR offers courses to people from preliminary studies to courses on
basic subjects; English, Economics, Mathematics, Accounting, and Foundation of
Education. The successful ones must pass four (4) courses at credit level.
The ABS Anampoly had their main courses which provided the National
Diploma in Accountancy and Secretarial Studies, then National Certificate of Education
(NCE) in Business Education. The National Teachers Institute (NTI) organizes a
program whereby the serving teachers in Anambra and other States of the federation
engage in order to catch up with their educational enhancement. This body is
responsible for organizing Teachers Certificate Grade Two (TCII) and NCE program for
serving teachers throughout the federation. They have centers in almost all the six
educational zones in Anambra State and termed it NCE by Distance Learning System
(D.L.S). There is the COSIT Correspondence and Open Studies Institute organized by
the University of Lagos. This program offers courses on Administrations and Science
education etc. in the entire center where they operate. With all these programs, Distance
Learning has emerged as a mediated form of instruction that can improve the
educational levels and competence of the citizenry.
Statement of the Problem
One had expected that the introduction of Distance Learning programs and the setting
up of different Distance Learning centers in Anambra State would have led to
substantial improvements in enrolment, quality and completion of Distance Learning
for the citizens. One also believed that the government and non-governmental bodies
who operate these centers have provided the centers with the financial requirements
and support to put in place in the centers, the much needed infrastructural facilities,
instructional materials, adequate, qualified and motivated staff, furniture etc, which
would have brought about effective and efficient management of the program.
However, the poor enrolment, quality and completion rates in several Distance
Learning centers, with its attendant grave consequences on the quality of management
of Distance Learning education is a source of concern. Consequently, the aims of
Distance Learning could not be achieved because the rate of enrolment and withdrawal
has continued to soar. It is likely that some factors related to students, administration
and mode of delivery hinder Distance Learning program and unless these hindrances
are identified for improvement, the progress of the program might continue to be poor.
Unfortunately, while many studies have examined the effect of distance learning and
online learning technologies on student learning performance, few have looked into the
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
hindrances to distance learning in Anambra State of Nigeria. This presents a research
gap that propelled the present study. Hence, it becomes necessary to empirically
identify the hindrances to Distance Learning programs in Anambra State.
Purpose of Study
The major purpose of this study was to determine the hindrances to Distance Learning
programs in Anambra State. Specifically, other purposes of the study were to:
a)
identify the student-related hindrances to Distance Learning program in
Anambra State;
b)
determine administration-related hindrances to Distance Learning program; and
c)
find out hindrances posed by the modes of delivering lectures to the students of
the Distance Learning program.
Research Questions
This study was guided by three research questions:
1.
What are the student-related hindrances to the Distance Learning program?
2.
What are the administration-related hindrances to the Distance Learning
programs?
3.
What mode of delivery problems presents hindrances to Distance Learning
programs?
Materials and Methods
This study adopted a survey research design. A survey is a method of obtaining
information from various groups or persons mainly through questionnaire or personal
interviews. This design is considered appropriate for the study because the opinions or
responses of some students and facilitators of Distance Learning program in Anambra
State regarding the hindrances to Distance Learning program especially in Anambra
State were sought.
This study was carried out in two institutions in Anambra State that are involved
in Distance Learning program, namely: National Open University of Nigeria (NOUN)
in Abagana in Njikoka Local Government Area and National Teachers Institute (NTI) in
Igwebuike Grammar School Awka South Local Government Area, all in Anambra State.
The target population of the study was nine hundred and ninety seven (997)
comprising students of all (5) levels and facilitators of NOUN in Abagana and NTI in
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
Igwebuike Grammar School Awka. The sample size was one hundred (100)
respondents comprising 80 students and 20 facilitators selected through simple random
sampling technique. Simple random sampling technique was used to select 14, 16, 20, 15
and 25 students totaling 80 students respectively from all the 5 levels of students in the
selected centers. The same technique was also used to select 10 facilitators from each of
two centers making it 20 facilitators.
The instrument that was used for the study was a structured questionnaire titled
Hindrances to Distance Learning Program. It has two sections, “ and ”. section “
sought information on personal data of the respondents. Section B, sought information
on the perceptions of the respondents regarding the hindrances to Distance Learning.
The questionnaire contained a total of fifteen (15) items. The responses made of the
questionnaire were on the four-point scale of Agreed (A), Strongly Agreed (SA),
Disagreed (D), and Strongly Disagreed (DA).
The reliability of the instrument was determined through equivalent or parallel
form method. The instrument was administered on five levels of the students and
facilitators randomly. The scores from these forms were compared for each respondent.
The scores of the forms were correlated and analyzed using Pearson Product Moment
Co-relation Co-efficient and the co-relation co-efficient value stood at 0.78, which was
confirmed to be reliable.
The researcher personally administered the questionnaire to the respondents.
Within two hours, completed copies of the questionnaire were collected back
immediately by the researcher to reduce the chances of loss. Hence, a hundred percent
return rate was recorded.
The researcher used mean in answering the research questions. The cut off point
for accepting or not accepting responses to items as accepted or rejected as a hindrance
was put at 2.5. The decision rule was that any item within the response mean of 2.5 and
above was to be accepted as a hindrance while any item, with response below 2.5 was
rejected as a hindrance.
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
Research Question One: What are the student-related hindrances to the Distance
Learning program?
Table 1: Mean Ratings of the Respondents Opinion on Student-Related Hindrances to the
Distance Learning Program
S/N
1
Item
Lack of enough study and
lesson time for students.
2
Work pressure leading to
academic stress affects the
students seriously.
3
Inability
of
some
of
students
to
manage
the
their
studies by themselves.
4
The
problem
of
Distance
Learning students is also due
to isolation from lecturers and
SA
A
D
SD
Total
(4)
(3)
(2)
(1)
50
22
8
20
100
(200)
(66)
(16)
(20)
(302)
40
25
26
9
100
(160)
(75)
(52)
(9)
50
30
10
(200)
(90)
30
Decision
X
3.02
Accepted
(296)
2.96
Accepted
10
100
Accepted
(20)
(10)
(320)
3.2
20
20
30
100
Accepted
(120)
(60)
(40)
(30)
(250)
2.5
27
19
24
30
100
2.43
Rejected
(108)
(57)
(48)
(30)
(243)
lack of motivation.
5
High level of technology use
among
hindrance
students
to
is
a
Distance
Learning program.
In Table 1, items 1 to 4 have mean scores that exceed the acceptance level of 2.50. This
shows that the respondents accept that the issues raised pose hindrances to Distance
Learning program. Item 5 scores less than 2.50 and is rejected as a hindrance to Distance
Learning. Hence, the hindrances to DL include lack of adequate time, work pressure
and academic stress as well as isolation and lack of motivation.
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
Research Question Two: What are the administration-related hindrances to the
Distance Learning program?
Table 2: Mean Ratings of the Respondents Opinion on “dministration-Related Hindrances to
Distance Learning Program
S/N
6
Item
SA
A
D
SD
(4)
(3)
(2)
(1)
Total
Decision
X
Poor funding in managing the 38
257
20
17
100
centers is a barrier to the (152)
(75)
(40)
(17)
(284)
Poor planning of lectures make 48
32
10
10
100
students withdraw from the (192)
(96)
(20)
(10)
(318)
28
19
30
100
(84)
(38)
(30)
(244)
Location of the centers and 37
25
20
18
100
security risks make a lot of (146)
(75)
(40)
(18)
(279)
15
8
7
100
(45)
(16)
(7)
(248)
2.84
Accepted
3.18
Accepted
2.44
Accepted
2.78
Accepted
2.48
Rejected
program.
7
program.
8
Poor remuneration prevents the
23
facilitators from doing their job (92)
diligently.
9
students to give up idea of
availing themselves this golden
opportunity.
10
High
students
supervision
to
withdraw
makes 70
from (280)
Distance Learning.
From Table 2, items 6, 7, 8 and 9 have mean scores of 2.84, 3.18, 2.44, and 2.78
respectively. Only item 10 score less than 2.50 to be rejected as a hindrance. This
indicates that the respondents accept that poor funding, poor planning of lectures, poor
remuneration to facilitators, and location centers for tutorial classes and high security
risks involved in the arrangement of program, prevent some people from availing
themselves of golden opportunity of Distance Learning program.
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
Research Question Three: What mode of delivery problems presents hindrances to
Distance Learning programs?
Table 3: Mean Ratings of the Respondents Opinion on Mode of Delivery Hindrances to
Distance Learning Program
S/N
11
Question item
cannot
knowledge
access
and
computer
based course materials.
Low
level
connectivity
of
makes
the
Some
students
benefits from the use of radio
and television lectures.
Total
(4)
(3)
(2)
(1)
53
38
6
3
100
(212)
(114)
(12)
(3)
(341)
60
30
5
5
(240)
(90)
(10)
(5)
48
17
11
24
100
(192)
(51)
(22)
(24)
(289)
51
22
12
15
100
(204)
(66)
(24)
(15)
(309)
47
36
15
2
100
(188)
(108)
(30)
(2)
(328)
Decision
X
3.41
Accepted
3.45
Accepted
2.89
Accepted
3.09
Accepted
3.28
Accepted
100
(345)
Poor communication quality
of broadcast lectures and
unsuitability of the time fixed
for the radio lessons.
15
SD
lack
awareness on how to derive
14
D
Internet
Distance Learning difficult.
13
A
Some of the students lack
computer
12
SA
The instructors lack training
in course development and
technology so they could not
even provide support to the
students.
From Table 3, all the items score above 2.50 to be accepted as hindrances. This indicates
that the respondents many issues related to poor electricity supply, poor students
knowledge of computer, inadequacy of the use of broadcasting and unsuitability of the
time fixed for the radio lessons, lack of instructor support and lack of staff training in
course development technology posed hindrances in the mode of delivery of Distance
Learning program.
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
Discussion of Findings
Following the investigations of the hindrances to Distance Learning program in
Anambra State and the consequent analysis has been found out that Distance Learning
program students encountered a lot of problems. The students hindrances included
among other things, lack of enough time for the students study, pressure of work in
their offices leading to academic stress, isolation of the students from their tutors and
the inability of some of the students to manage their studies by themselves.
There was hindrance of limited time meant for lessons. The time allotted for the
lessons were not enough and was inadequate. This could mean that it is only the
summary of the whole lecture that is presented and the time is not enough to give the
detailed information needed for the lecture. Inability of some of the students to manage
their studies by themselves and the isolation of the students of the program from their
facilitators makes learning for some of the participants very difficult. The student finds
it difficult to know how he is getting on and some were easily discouraged. These
findings agree with those of Nakpodia
that students factors hinder access to
Distance Learning in Nigeria.
It was also found that several administrative issues hinder Distance Learning.
Among these are the poor funding and financial constraints that posed a lot of
problems to the participants of the Distance Learning program in Anambra State. It is
common knowledge that education is poorly funded in Nigeria. Lack of or low level of
provision of the facilities for Distance Learning programs in the country is fallout of
poor funding. This finding supports Jimoh (2013) who reported that finance is a
problem in Distance Learning. Due to poor finance, investment in Distance learning is
low because the soft and hard-wares required are costly. It is very expensive to get
some of the soft wares because they are not developed locally, they are developed in
Europe and other developed countries to suit their own system and make their own
living.
Poor planning was found to be another hindrance. Added to this is the
maintenance of the tutors of Distance Learning program (remuneration) since most of
the facilitators are part time tutors and are not so easy to recruit to meet the quality
demanded of the program. The above finding is in line with Mbonu and Ubbaonu
(2010) which states that inadequate planning, remuneration and recruitment of staff are
affecting the proper implementation of the programs.
The location of the centers for tutorial classes and insecurity also presented
hindrances. Location could lead to inaccessibility of the tutorial lecture centers to some
students due to its distance. For instance, most of the civil servants who were involved
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
in this Distance Learning were dispersed in different parts of the states; this made it
very difficult for people in distance-rural areas to attend tutorial classes at their center.
National Teachers Institute had only three centers in the State located in Awka, Onitsha
and Nnewi; while National Open University of Nigeria (NOUN) has only one center in
the whole state located at Abagana for their tutorial classes. It then means that people
who live very far away from these stipulated centers suffer untold hardship in
transportation and insecurity anytime they visit the centers to collect materials or
tutorials. Due to the security high risks involved in this arrangement many of the
students give up the idea of continuing with this sort of learning program thereby
preventing the individual from availing this golden opportunity of enhancing one s
education.
Another issue is the problem of power instability in Nigeria which is perennial
and has been a major setback for technological development. Internet connectivity is
also poor. In line with this Nakpodia (2010) pointed out that lack of electricity and
internet connectivity are major barriers to Distance Learning. Most Distance Learning
students that reside in cities and towns are faced with the problem of epileptic supply
of power to access their course materials and study.
In addition, the study found that there are problems with the mode of delivery.
Most of the Distance Learning students have no computer education background; hence
they might be afraid of using one. As Jimoh (2013) observed, some of them go to the
extent of hiring experts at a cost to fill their admission, registration and other
documents meant for them to fill online. However, the very few who have access to the
computers do not know how to use it and take full advantage of its usage for learning.
Another finding of the study is inadequacy of the use of broadcasting (television and
radio) as a means of delivering lectures to students and the unsuitability of the time
fixed for the radio lessons. This finding is in line with an earlier one made in India by
Chaudhary (1992) who found that delivering lectures on television had many defects
and posed a lot of problems. Radio and television are essentially a-one way media of
instruction and encourage passive reception of lessons on the part of the students. The
programs are gone as soon as they are transmitted and there is no means of
recapitulating or going back over an argument and any radio lesson missed have been
missed. Also, the time meant for these radio lessons were not suitable for most students
due to the nature of their duty and other engagements. This tends to discourage the
individual from benefiting from the Distance Learning program.
“dded to this is the issue of lack of instructor support and instructors lack of
skills in designing course-wares. Just as Nakpodia (2010) observed, perhaps the biggest
problem for distance programs is the lack of support and the course development skills
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Eyiuche Ifeoma Olibie, Ugochukwu Ifeyinwa Offor, Chidi Geoffrey Onyebuchi–
A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
of instructors. The findings indicate that instructional delivery in Distance Learning is
greatly affected by some facilitators lack of knowledge and skills in designing and
delivering courses in electronic format. This scenario is a fall out of the non- ICTcompliant status of the facilitators.
Conclusion
The findings of the study have shown that a lot of issues related to students,
administration and mode of deliver hinder Distance Learning. Although Distance
Learning program has the potential for ensuring improvements in the standard of
education if it is managed effectively, its effectiveness is limited by certain hindrances
such as insufficient funding, student factors, administrative constraints, and a great
number of problems in the mode of delivery that have implications for impeding
educational development in the State. In other words, the students of Distance Learning
program in Anambra State experienced a lot of problems both financial, academic
stress, inadequate time for the students studies, unsuitability of the media used in the
program production, and other problems involved. This does not mean that the
program should be wiped out entirely from the school system since it has been found
out that the use of Distance Learning program as a means of enhancing educational
progress in Anambra State has remarkably improved educational qualifications of the
workers of Anambra State and its environs. Therefore, instead of scrapping the Distance
Learning program in Anambra State, it is necessary to suggest and recommend ways of
improvement for proper continuity and advancement.
Recommendations
In the light of the findings and conclusions, the following recommendations are made
for improvement:
1. Government and institutional management should regularly train their staff and
students of Distance Learning on computer and technological applications to
optimize the potentials of Distance Learning.
2. Students enrolling for Distance Learning should properly obtain knowledge of
Information and Communications Technology; organize their time and resources
to limit academic stress.
3. The financial involvement of the Distance Learning program should be reduced
as much as possible to enable the low income workers who have the ambition of
advancing their educational qualification to do so through Distance Learning.
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A TALE OF TWO CITIES: HINDRANCES TO DISTANCE LEARNING PROGRAMMES IN AWKA AND
NNEWI CITIES IN ANAMBRA STATE OF NIGERIA
4. The Nigerian government should subsidize Distance Learning programs just like
the conventional school system and improve electricity supplies to the nation.
5. More centers should be established especially in the densely populated areas for
tutorial classes to ameliorate the suffering of the students and encourage more
participants.
6. There should be provision of adequate Learning Management System to enable
the students receive their lectures, tutorials and other vital documents on time
and adequate/careful record-keeping of result and other statutory records and
trustworthy management by the authority.
7. There should also be alternative arrangement provision for the student to make
up for the lectures they missed when there is breakdown in transmission to
enable the students cover up their crowded program.
8. Government and non-governmental telecommunication companies should strive
to improve funding and the technological level Distance Education centers in the
state and the country at large.
9. There should be increase in remuneration of the facilitators to increase their zeal
of carrying out their job diligently.
10. The centers should be equipped with electronic devices. Television sets available
at study centres can be equipped with decoder facility. So that personnel at study
centres coordinators, counsellors, evaluators and students, can recall relevant
information transmitted for them. Students can come and make use of the
facility, as and when needed.
11. Television and radio have a potential medium of imparting training if they are
properly planned and implemented. Training, refresher and orientation courses
for various functionaries of a distance learning course writers, counsellors,
faculty, etc., can be conducted through multi-media packages including
television and Radio as an important component.
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