Our Blog

List of recently published project topics and materials

PROJECT TOPIC- STRATEGIES FOR IMPLEMENTING VIRTUAL CLASSROOM DELIVERY IN HIGHER INSTITUTIONS IN EBONYI STATE

PROJECT TOPIC- STRATEGIES FOR IMPLEMENTING VIRTUAL CLASSROOM DELIVERY IN HIGHER INSTITUTIONS IN EBONYI STATE

Abstract

This study title “Strategies for implementing virtual classroom delivery in higher institutions in Ebonyi State” was aimed at determine the extent to which text chart enhances the implementation of virtual classroom delivery in Ebonyi State higher institution, determine how interactive smart whiteboard enhances the implementation of virtual classroom delivery in Ebonyi State higher institutions, determine how presentation tools facilitate the implementation of virtual classroom delivery in Ebonyi State higher institutions and determine how video play list affect the implementation of virtual classroom delivery in Ebonyi State higher institution. The researcher adopted descriptive cross section survey design based on questionnaire and interviews was used because the study objectives are descriptive in nature. The population of the study is 2,500 students comprising business education students from difference school. The sample size of the study is three hundred and fifty students from the selected school. Data were collected and analyzed. Based on the analysis it was found that the respondents were positively inclined towards all the assertion, it was found that the respondents were positively inclined towards all the assertions and It was found that the respondents were positively inclined towards all the items.

CHAPTER ONE

INTRODUCTION

Background to the Study

The Nigerian government has made a commitment to improve the Information and Communications Technology (ICT) skills of its people, and to bridge the digital divident by targeting Nigerian higher institutions (Federal Ministry of Education, 2007). The Federal Republic of Nigeria (2013) stated that, the government shall provide facilities and necessary infrastructure for the promotion of ICT and virtual classroom.

These commitments are in line with that of the New Partnership for Africa’s Development (NEPAD) to achieve a sustainable development in the 21st century. There is no single definition of Virtual classroom delivery since the systems for such learning are continuously evolving and learners are adopting new tools such as blogs and wikis as these emerge on the Internet. Virtual classroom delivery is learning that is not confined within the walls of a classroom, but that, which expands the possibility of using internet facilities, platforms, satellite links, and related system to access, analyse, create, exchange, and use data, information, and knowledge in ways which until recently, were almost unimaginable (Lokie, 2011).

It involves learning acquired via interaction with digitally delivered content, network-based services and tutoring support often with any type of on-line tool and media including the internet, intranets, extranets, simulations and games, virtual worlds, clouds, satellite broadcasts, and web platforms (Jarmin, 2010; Schutt & Linegar, 2013; Pelet & Lecarte, 2012). It is carried out through the use and integration of electronic discourses, such as email, portal, downloadable-executable-file, face-book, social networking, web platforms, electronic dissertations and e-portfolios, among others (Bouchard, 2011; Weller, 2010; Wells, de Lange & Fieger, 2008).

Mobile learning which is the ability to obtain or provide educational content on personal pocket devices such as Personal Digital Assistant (PDAs,) smart phones and mobile phones, is also a form of virtual classroom delivery (Kharbach, 2013). Virtual classroom delivery is carried out through online learning, web-based training and technology delivered instructions in Virtual Learning Environments (VLEs).

VLEs are defined as computer-based environments that are relatively open systems, allowing interactions and encounters with other participants and providing access to a wide range of resources (Pelet & Lecarte, 2012). The VLEs provide tools that are customized for education (Downes, 2009; Fournier & Kop, 2011; Merritt, 2009). Sometimes called course management systems (CMS), learning platforms (LP) or learning management systems (LMS), these VLEs are tools that have become increasingly popular for learning in higher educational institutions due to vast growth of internet technology.

Virtual classroom delivery is made possible by developments in Information and Communications Technology (ICT) which has been rapid in recent years and has promised improved education and training to an increasingly diverse cohort of students. The use of ICT in higher education has also necessitated the concern with development of lifelong learning skills, the emergence of new subject disciplines and increased use of technology in learning.

The potential for ICT to provide innovative learning approaches such as Virtual classroom delivery is already being widely explored in both traditional and non-traditional educational settings. Hence, as Crawford and Kirby (2008) noted, the utilisation of relevant Virtual classroom delivery has never been more important and should therefore be a significant element of this generation’s approach to education, socializing and normalizing.

In order to equip students with the necessary skills and knowledge to foster the growth of independent, creative and lifelong learners, most higher education institutions are striving to provide Virtual classroom delivery environment or Virtual classroom delivery space in which learners and teachers communicate online and learning takes place through electronic means. Teaching materials such as university services and functions are “simulated on the Internet so that no physical interaction will be needed any more to complete a study program” (Barjis, 2013).

Virtual-enhanced education is widespread and there are several terms used to indicate this form of technology use in the learning process. These include virtual classroom , blended learning, hybrid models, Internet learning, networked learning, tele learning, Virtual classroom delivery, computer-assisted learning, web-based learning and on-line learning (Arbaugh, 2000; Achuonye, 2004: Ukoha, 2007).

Virtual classroom delivery implies the abilities of people to use information technology and the Internet to learn, improve their learning skills and strengthen their capabilities in the information society. Tedd (2008:15) described Virtual classroom delivery as: – New electronic ways of guided or unguided learning through new systems for communicating (instant messaging), sharing (blogs), exchanging (peer-to-peer technology), creating (Flash), collecting (downloads), coordinating (wikis), evaluating (reputation systems), researching (microfiches), socializing (chat rooms), reporting (camera phones), searching (Google), and on-line learning (web surfing).

Virtual classroom delivery as network technologies involves the utilization of virtual technologies in the practice of teaching, learning, and assessment (Lee, Hong and Ling, 2002). This Virtual classroom delivery can happen in the universities. For instance, this occurs when students use computer, Internet, mailing lists, web logs, online publishing systems, or common www-publishing formats, among others to improve their skills and knowledge, learn to share information, create new and diverse information flows, and increase their interaction and ways of participation in information highways.

With Virtual classroom delivery, students gain new abilities and ways to participate and express themselves in a networked information technology driven society (Bates, 2005). Godvinsamy (2007) identified five specific attributes of Virtual classroom delivery which distinguish it from other forms of learning: It is web-based; there is a virtual classroom, the curriculum can be personalized, various learning experiences are present, and it has measurable results. Logan (2001) includes the following technologies as Virtual classroom delivery devices: inter-, intra- and extranets, audio or video conferencing, television, video, satellites, DVD, and mobile phones to name but a few.

PROJECT TOPIC- STRATEGIES FOR IMPLEMENTING VIRTUAL CLASSROOM DELIVERY IN HIGHER INSTITUTIONS IN EBONYI STATE

Statement of the Problems

Higher institution students in Nigerian Universities have been finding education processes and research difficult because of the traditional educational delivery system still in practice. In this system, distance is identified as a problem to both the undergraduates and post graduate students of universities and also contribute to the over stay of students in school. These call for new innovation in education that will help to eliminate these problems.

Even the emergence of virtual class room applications in education delivery services of the universities brings about lots of problems like lack of virtual classroom facilitator competency, lack of facilitator materials, lack of instructional design philosophy, lack of best practices and hot seat challenges etc. Thus, it is against this backdrops that this study seeks to examine strategies for the implementation of virtual classroom delivery in higher institutions in Ebonyi State.  

Purpose of the study

The main purpose of this study is to determine the strategies for implementing virtual classroom delivery in higher institutions in Ebonyi State. The specific purpose are:

  1. To determine the extent to which text chart enhances the implementation of virtual classroom delivery in Ebonyi State higher institution
  2. To determine how interactive smart whiteboard enhances the implementation of virtual classroom delivery in Ebonyi State higher institutions.
  3. To determine how presentation tools facilitate the implementation of virtual classroom delivery in Ebonyi State higher institutions
  4. To determine how video play list affect the implementation of virtual classroom delivery in Ebonyi State higher institution

Significant of the Study

The reasons for the reformation of the business education curriculum is aimed to help create tomorrow’s competitive workforce by inspiring and engaging businesses to work in partnership with schools to raise the levels of achievement of young people, especially those in disadvantaged circumstances. The significance of this study is divided into two viz: Theoretical and practical.

At the theoretical level, it will add to the frontier of knowledge on the strategies of enhencing virtual classroom delivery in Nigeria higher institutions particulally in Ebonyi State. This research will serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic. At the practical level, the study will help our policy makers and those in power to see the impact of virtual classrom delivery.

Research Questions

The following research question guided the study

  1. To what extent does text chart enhance the implementation of virtual classroom delivery in Ebonyi State higher institutions?
  2. How does interactive smart whiteboard enhances the implementation of virtual classroom delivery in Ebonyi State higher institutions?
  3. How do presentation tools facilitate the implementation of virtual classroom delivery in Ebonyi State higher institutions?
  4. How does video playlist affect the implementation of virtual classroom delivery in Ebonyi State higher institutions?

Scope of the Study

The main purpose of this study is to determine the strategies for implementing virtual classroom delivery in higher institutions in Ebonyi State. Specifically the work sought to determine the extent to which text chart enhances the implementation of virtual classroom delivery in Ebonyi State higher institution, to determine how interactive smart whiteboard enhances the implementation of virtual classroom delivery in Ebonyi State higher institutions, to determine how presentation tools facilitate the implementation of virtual classroom delivery in Ebonyi State higher institutions, to determine how video play list affect the implementation of virtual classroom delivery in Ebonyi State higher institution.

PROJECT TOPIC- STRATEGIES FOR IMPLEMENTING VIRTUAL CLASSROOM DELIVERY IN HIGHER INSTITUTIONS IN EBONYI STATE

Was the material helpful? Comment below. Need the material? Call 08060755653.