标题：Real-Time E-Learning System: “A Tool for Students Population Decongestion in Nigeria Public Higher Institutions of Learning” (A Case Study of Yaba College of Technology, Nigeria)
出版社：Mediterranean Center of Social and Educational Research (MCSER)
摘要：The focus of this research work was to develop a sustainable real-time e-learning system with the contents to be delivered via the Internet using online real-time processing techniques. We present the conceptual framework of the model of real-time e-learning system to reduce congestion in Nigeria higher institutions using Yaba College of Technology as a case study. The system if developed and implemented, it will decongest the population of students in our higher institutions, hence reduce or eliminate the problems associated with students population congestion in our schools
关键词：E-Learning; Higher Institutions; Students; Population Decongestion; and Online Real-Time ;Processing ;Introduction ;There are more than 18 million students in Nigerian schools at all levels. That is more than the total ;human population of South Africa; Ghana; Kenya; Egypt; Morocco; Tanzania and the school ;population of France; Britain and Spain. While literacy rate stands at about 50 per cent; one of the ;highest in Africa; the goal of Nigeria is to eradicate illiteracy in the shortest time possible ;(www.nigeriatoday.com). E-learning comprises all forms of electronically supported learning and ;teaching. The i nformation and communication systems; whether networked learni ng or not; serve as ;specific media to implement the learning process (Tavangarian D.; et al.). The term will still most ;likely be utilized to reference out-of-classroom and in-classroom educational experiences via ;technology; even as advances continue in regard to devices and curriculum. E-learning is essentially ;the computer and network-enabled transfer of skills and knowledge. E-learning applications and ;processes include Web-based learning; computer-based learning; virtual education opportunities ;and digital collaboration. Content is delivered via the Internet; intranet/extranet; audio or video ; var currentpos;timer; function initialize() { timer=setInterval("scrollwindow()";10);} function sc(){clearInterval(timer); }function scrollwindow() { currentpos=document.body.scrollTop; window.scroll(0;++currentpos); if (currentpos != document.body.scrollTop) sc();} document.onmousedown=scdocument.ondblclick=initializeISSN 2039-9340 Mediterranean Journal of Social Sciences Vol 3 (13) November 2012 ;~ ;88;~;tape; satellite TV; and CD-ROM. It can be self-paced or instructor-led and includes media in the ;form of text; image; animation; streaming video and audio. ;E-Learning is convenient and portable – Kerman (2004) is of the view that online learni ng does ;not need physical attendance. Learning is self-spaced. One can study at home; work or on the road; ;one can read materials online or download them for reading later. Adebola (2008) stated that ;people no longer necessarily go to the library to obtain information or knowledge because internet ;are now available to the user at his/her home; office and cyber café centers. Greater Collaboration – ;Technology tools make collaboration among academicians much easier. Borofield and Akinyede ;(2005) maintained that since many researches or projects involve collaborative learning; the online ;environment is far easier and often much comfortable to work in since learners do not have to be in ;face-to-face setting. This will widen the intellectual horizon of the adult educator with relative ease. ;Increased Access – With e-learning; adult educators of highest caliber can share their knowledge ;across borders allowing students or learners to attend courses across physical; political and ;economic boundaries. Recognized experts also have the opportunity of making information ;available internationally to anyone interested at minimum cost. (Borofield and Akinyede; 2005). ;To eradicate illiteracy; there is needed to make quality education avoidable and accessible to ;citizenry at little or no cost. Educating people in densely populated classes which is not conducive ;for learning cannot provide an avenue for eradication of illiteracy in Nigeria within shortest time if ;care is not taken. Some school leavers in Nigeria today are still illiterate in one way or the other due ;to condition in which they are been taught. The population of students in Nigeria higher institutions ;has directly or indirectly contributed to the following problems in our higher institutions of learning: ;Quality of graduates; Cultism and gangsters; quality of research; ranking; stamped; indecent ;dressing etc. ;The focus of this research work is to develop a real-time e-learning system with the content to ;be delivered via the Internet. The system if developed and implemented; it will decongest the ;population of students in our higher institutions; hence reduce or eliminate the problems ;associated with students population congestion in our schools. We present a literature survey that ;covered some areas that directly or indirectly related to our paper title in section 2 of this paper. In ;section 3 of this paper we present methodology and research framework which is focused on data ;collection; analysis; results and finding. In section 4; we presents; the proposed real-time e-learning ;system model and we discuses it usage and benefits to Nigeria educational system and Nigeria at ;large. In section 5; we present the recommendation and conclusion. ;Major research question: To what extent can e-learning be deployed to decongest student's ;population in Nigeria higher institution. ;Literature Survey ;.;Joint Admissions and Matriculation Board ;The Joint Admissions and Matriculations Board (JAMB) is Nigeria's official entrance examination ;board for tertiary-level institutions. The examinations being administered are available for most ;students who choose to apply to Nigerian public and private monotechnics; polytechnics; and ;universi ties. Most of these candidates must already have concluded their external examinations; ;administered either by the West African Examinations Council (WAEC) or the Nigerian National ;Examinations Council (NECO). By 1974; there were seven federal universities in the country. Every
