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Publication Date: June 25, 2022
DOI:10.14738/abr.106.12299. Adesugba, A. (2022). Adopting E-Learning for In-Service Training of Nigeria’s Public Servant. Archives of Business Research, 10(6).
132-148.
Services for Science and Education – United Kingdom
Adopting E-Learning for In-Service Training of Nigeria’s Public
Servant
Adesoji Adesugba
Doctoral Student-Doctorate in Education, UNICAF University
Business Entrepreneurship Skills and Technology (BEST)
Centre Abuja Chamber of Commerce and Industry, Abuja, Nigeria
INTRODUCTION
According to Orji and Job (2013), education is a fundamental investment in human capital
development. It plays a significant role in long-term productivity and growth at both micro and
macro levels. The development of public officers' capacity is essential to the organization's
overall effectiveness as such officers are responsible for formulating and implementing policies
in critical areas of the economy. Public organizations are established to provide public services,
including operational tasks, decision-making, policy-making, implementation of strategy,
execution, and supervision of projects. According to Popa (2012), public organizations serve
the public interest. Political factors strongly influence decision-making; the organizational
system is regulated by law and constituted authorities to determine the administration process.
The effective management of human resources is an essential component of the public service
and the quality of services offered to the citizens (Yahiaoui et al., 2015).
Learning is continuous, and the requirements and preferences of each learner appear to be
different, hence the use of different learning approaches and methods to get knowledge across
to learners. Training is one of the approaches devised for the assessment, management, and
development of organizations and the modern-day organizational environment requires
capacity development as a significant activity for any organization to be competitive (Ojokuku
& Adegbite, 2014).
THE CONCEPT OF E-LEARNING
In the current global knowledge economy, learning has become a prerequisite for survival.
Social, economic, and technological forces continue to alter the global economy and the culture
in organizations and the world. Specifically, these forces continue to revolutionize learning
methodologies in institutions and organizations. Technology, the increasing need for
knowledge and training, the necessity for just-in-time training delivery, and the pursuit for
cost-effective means to meet the learning needs of a globally distributed workforce has
reinvented the procedures that underlie the design, development, and delivery of training and
education in the workplace.
There are diverse views as regards the definition of e-learning from professionals in the field.
Experts such as Dublin (2003) and Oblinger and Hawkins (2005) assert that all researchers
accept no definition. They believed e-learning means different things to different people
(Oblinger & Hawkins, 2005). Heinze, Procter, Zemsky & Massy in 2004 gave vent to the same
opinion, affirming that e-learning is a concept in search of consistent definition. They argued
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further that it is problematic to find a universally accepted definition of e-learning (Zemsky and
Massy, 2004).
E-learning is identified as an educational outcome that has surfaced from the development of
ICT. Its general idea is mostly "learning which involves the usage of any electronic device, from
computers to mobile phones, and which might, or might not, involve the usage of the internet
or intranet" (Kenan, 2015, p. 24).
The rapid increase of knowledge through e-learning is a necessity for current and future
generations. Higher education for adult learners in the public sector has attracted the attention
of both researchers and practitioners. Previous studies have shown that wherever and
whenever, learning and access to information and communication can be managed through
using e-learning (Pena-Ayala et al., 2014). Abachi and Muhammad (2014) posit that all
individuals involved in e-learning are keen on utilizing flexible access in terms of time, space,
pace, and online collaborative knowledge.
Some other studies offered the following assertions to define and identify the concept of e- learning. Academic scholars precluded the synonymous usage of the terms "e-learning" and
"online learning". They endorsed in its place more comprehensive e-learning developed
definitions, like using new information and communication technologies in education (Bates,
2001). Ebisin et al. (2017) record that; e-learning is inclusive and similar to other forms of
learning, such as Computer-Based Learning (CBL), Technology-Enhanced Learning (TEL),
Computer-Aided Instruction (CAI), Internet-Based Training (IBT), Web-Based Training (WBT),
Virtual Learning Environments (VLE) - which are also called learning platforms, M-learning and
digital educational collaboration.
In Gotschall's (2000) view, online training is categorized as an all-encompassing term that
denotes all training carried out with a computer over a network, comprising a company's
intranet, local area network, and the internet.
Urdan & Weggen (2000) argue that online learning makes up only a single part of e-learning
and defines learning via the internet, intranet, and extranet. Online learning can spread from a
basic online learning program that includes text and graphics, exercises, testing, and record- keeping, such as test scores and bookmarks, to a sophisticated online learning program. This
complexity would consist of animations, simulations, audio and video sequences, peer and
expert discussion groups, online mentoring, links to materials on a corporate intranet or the
web, and communications with corporate education records.
Hall & Snider (2000) support this assertion in their definition of e-learning as the process of
learning via computers over intranets and the internet. They further argue that e-learning is
referred to as online training, web-based training, distributed learning, or technology for
learning. Distance learning was, however, exempted from the e-learning definition. Instead, it
was defined as a learning process meeting three criteria: a geographical distance separates
communication between the trainer and participant; the communication is two-way and
interactive, and some form of technology is used to facilitate the learning process.
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E-learning, according to Ryan et al. (2016), "is in contradistinction to face-to-face (F2F)
learning". "Its most characteristic feature is the absence of the physical classroom, which is
substituted by the deployment of web-based technologies offering opportunities for out-of- class learning independent of time, place and pace" (Potter, 2015). In the backdrop of higher
education, Ryan et al. (2016) assert that online learning is referred to courses offered online.
Characteristically, the online learning framework is launched through learning management
systems (LMS) or virtual learning environments (VLE) such as Moodle and Blackboard (Pellas
& Kazanidis, 2015). Docimini & Palumbo (2013) stated that e-learning is a dynamic
technological learning environment that enhances collaboration among learners and
instructors, access to a wide range of resources and improves learning. Accordingly, e-learning
supports learners with specific unique capabilities such as interactivity, robust search,
immediacy, physical mobility and situating of educational activities, self-organized and self- directed learning, corporate training, personalized learning, and effective technique of
delivering classes and gaining knowledge.
According to Garrison (2011), e-learning represents an asynchronous and synchronous means
of communicating and constructing knowledge. Sangrà et al. (2012) suggest that "e-learning
can be viewed as a natural advancement of distance learning, which continually takes
advantage of the latest tools to emerge in the framework of technologies for structured
education".
E-learning connects two key extents; learning and technology. While learning is a cognitive
process for attaining knowledge, technology is a facilitator of the learning progression. The
implication, therefore, is that technology is utilized just like any other apparatus in the
education practice, as is a pencil or a notebook, for instance (Aparicio et al., 2016). While this
seems quite elementary and logical, a pen is a more technologically transparent tool, and its use
may, therefore, look more ordinary to many. Additionally, technology reinforces other
challenging circumstances because it embraces several dimensions.
Conclusively, new technologies, including computer networks, interactive media, the internet,
and digital technologies, significantly increase the reach of e-learning delivery. It enables and
allows learners to connect and interact with each other and their instructors at will, thus
opening up a universal market. Hence, most institutions are attracted to e-learning systems,
and the e-learning community has grown nonstop (Harun, 2001). In 2003, industry analysts
placed the size of the e-learning market at 3 billion USD in the United States; the number grew
to almost 15 billion USD by 2005, 18 billion USD in 2010. The e-learning market size exceeded
200 billion USD in 2019 and is expected to grow at 8% between 2020 and 2026 (Adkins, 2011).
The dawn of several new technologies, such as cloud computing and Artificial Intelligence,
coupled with increasing internet penetration across the globe, will drive market growth.
Increased cloud adoption provides flexibility in content storage, sharing, and access to learners
and content providers (Wadhwani et al., 2020).
The demand for the development of e-learning is increasingly growing. Nevertheless, the need
for research on potential factors that influences e-learning adoption, such as quality, which is
the core of education and training in most countries (Ehlers & Hilera, 2012), is felt particularly
in developing countries (Masoumi & Lindstrom, 2012). Several authors agree that e-learning is
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regarded as a new solution to bridge the inequality gap in education in many developing
countries, including Pakistan, Nigeria, and Thailand (Iqbal & Ahmad, 2010; Foloruns et al.,
2006; Siritongthaworn et al., 2006).
E-LEARNING IN NIGERIA
Occupying a landmass of about 923,768 square kilometres and over 274 ethnic groups, Nigeria
has over 198 million people (NPC, 2018). The country's culture, commerce, and education have
brought her international outlook; hence, it is not surprising that Nigeria is recognized as a
leading country in ICT infrastructure and Training in Africa. Presently, various initiatives have
been undertaken by the Government and the private sector to support e-learning in Nigeria.
Through the Ministry of Education and other relevant educational agencies, Nigeria's
Government carries out ICT projects to support e-learning in Nigeria. Some of which are:
1. The Nigerian Universities and Polytechnics Network Project
2. The Teachers Network (TechNet) Project
3. The School Net Project
4. The National Virtual Library
5. The Nigerian Education, Academic and Research Network (AARNet)
6. National Open University of Nigeria (NOUN) (Odunayo et al., 2013, p. 206)
These initiatives notwithstanding, implementation and management is usually a challenge,
hence the low exploitation of e-learning in Nigeria. To be current with the rest of the world in
issues, particularly training issues, electronic training will be appropriate in the Nigerian civil
service. For these reasons, the Nigerian Government has tried to promote technology adoption
and use by creating programs like the National Telecommunication Policy, Science and
Technology Policy and National Information Technology Development Agency (Zainab et al.,
2015, p. 544). "However, the Nigerian public sector is slow in implementing technology despite
it being a significant sector" (Eze et al., 2013).
The Government has managed to sustain the project of the National Open Universities in
Nigeria after a myriad of challenges and difficulties. The aim was to meet the pressing need for
distance learning to manage the country's educational and training needs of equality and access
to education by all Nigerians. Winifred Ekanem Oyo-Ita, the Head of Civil service of the
Federation, in 2018, launched an e-learning platform called the Public Service Learning
Management System (PSLMS).
This platform is a Multi-Tenant Learning Management System that allows the simultaneous
delivery of online training to over a million users globally. This innovation was in line with the
Government's 2017-2020 Economic Recovery and Growth Plan (ERGP) and the 2017-2020
Federal Civil Service Strategy and Implementation Plan on capacity building and personnel
development of public servants. The system is a simple, direct training method and will further
improve capacity building methods in public services.
The private sector in Nigeria also plays a vital role in the development of e-learning. At the
forefront of developing telecenters to support e-learning in Nigeria is the private sector. These
telecenters are used to train the public, especially the poor masses, on some necessary skills
and essential knowledge to help them improve their standard of living (Mbangala & Samzugi,
2014). Most of these telecenters are affordable and accessible to low-income earners. Although
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some of these telecenters are profit-oriented, their services are not of less quality. Some of the
telecenters are:
1. Community Teaching and learning centres
2. Lagos Digital Village by Junior Achievement Nigeria
3. Owerri Digital Village by Youth for Technology Foundation
4. Computer Literacy for Older Persons Programme by Mercy Mission
(Mac-Ikemenjima, 2015)
Regardless, the adoption of e-learning to build and develop the capacity of public servants in
Nigeria is still at its early stage. Numerous developing countries lack essential components,
which are vital to implementing e-learning, such as computers and internet access (Rhema &
Miliszewska, 2012). This issue is coupled with a lack of technically qualified staff to pass out
necessary installations, insufficient funds to acquire all the essential infrastructure, and poor
planning (Oliver, 2001). "Those factors increase the possibility of failure of e-learning projects
and student access limitation to e-learning infrastructure" (Bhalalusesa et al., 2013).
E-LEARNING METHODOLOGIES
E-learning is among the essential explosion propelled by the internet revolution. E-learning
uses web technology as its necessary technical infrastructure to deliver knowledge (Oye et al.,
2012). This medium permits users to gather knowledge by both synchronous and
asynchronous methodologies to effectively face the need to acquire up-to-date know-how
within productive environments rapidly. With its potential to transform how and when
employees learn, training becomes more incorporated with work and will use shorter, more
integrated, just-in-time delivery systems. E-learning provides content through electronic
information and communications technologies (ICTs) (Oye et al., 2012).
According to Ajayi (2008), the utilization of these facilities comprises various techniques, which
include computer-based operation networks, systematized feedback systems, audio and video
conferencing, internet worldwide websites, and computer-assisted instruction. These delivery
methods increase how, where, and when public servants can take part in lifelong learning. As
the recent trend of academic and industrial realities is to increase the use of e-learning, demand
for technical support will be higher. Precisely, software tools supporting the crucial task of
instruction design should deliver automated support for the analysis, design, documentation,
implementation, and deployment of instruction via the web.
INTERACTION IN LEARNING
There are two types of interactions among humans; Learner(s) - Tutors(s) Interaction, and
Learner(s) – Learner(s) Interaction (Oye et al, 2012, p. 50). Consequently, most scholarly study
converges on these types of interaction, particularly in the research of Computer-Supported
Collaborative Learning (CSCL). Havalais (2016) posits that CSCL represents the learning
component in a broader set of communication theories related to digital networks and also
informs the understanding of collaborative structures more broadly. According to Hiltz et al.
(2002), if collaboration rather than individual learning designs were applied in an online class,
students should be more encouraged to participate actively. They should see the medium as
comparatively friendly and personal as a result of online social interactions. This enhanced
active group interaction and collaboration in the online course, resulting in better self-reported
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learning experiences. While individuals working alone online tend to be less motivated,
perceive decreased levels of learning, and perform lower on the test of mastery.
In Computer-Supported Collaborative Learning (CSCL), researchers typically distinguish two
types of interactions between learner-tutor and learner-learner. The first one, synchronous
interaction, entails that all learners are online at the same time. Instances include video
teleconferencing, Internet voice telephone, text-based virtual learning environments, text- based chat systems, instant messaging systems, graphical virtual reality environments, and net- based virtual auditorium or lecture room systems. (Oye et al., 2012). This interaction model
fosters faster problem solving, scheduling and decision making and affords increased
opportunities for development.
The second form of interaction is asynchronous interaction. Here learners or tutors have the
liberty of time and location to partake in the interaction. Some of these forms of interaction
include interaction using e-mail, bulletin board systems, and discussion forums.
Haythornthwaite (1999) reports that more constant communication and closer interpersonal
connections among students can occur by expanding exchanges to times outside of classes. As
a result, while one cannot entirely simulate a real classroom with synchronous interaction, one
can present asynchronous interaction that offers better reflection and promotes global
communication unbounded by time zone limitations. Asynchronous interaction thus is more
frequently provided in CSCL systems than the more expensive synchronous interaction.
Amongst several options for in-service training, adopting e-learning is being supported by
several factors.
EFFECTIVENESS OF E-LEARNING
Research studies investigating the effectiveness of e-learning has intensified in recent years.
Primarily it is associated with the increased potentials for IT and learning and improved
political and organizational attention to 'what works in learning. E-learning helps learners to
take responsibility for their learning, becomes autonomous and self-confident. It empowers
introverted students to interact freely, provides diversification of activities, fosters their
intrinsic motivation, and permits the acquisition of valuable study and time management skills.
The need for alternative learning methods is growing exponentially. The utilization of
corporate electronic learning is increasing as many organizations have adopted e-learning for
employee training and learning to establish a collaborative learning environment (Kuznia,
2014).
The current global nature of business has caused several organizations to rely on e-learning as
the future because of its capability to reach large groups of people in different areas or
countries, reducing costs, reducing the environmental impact of regular business travel, and
efficient dissemination of information. E-learning gradually became the preferred learning
method for many individuals due to its global reach and accessibility. Nigeria adoption and
usage of technologies are backward, as seen by the low level in the diffusion of e-learning
(Salawudeen, 2010). Nigeria, having the largest economy in Africa, has the financial resources
and people to design and deliver e-training programs successfully.
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However, the country still has inadequate financial policies and a low level of technological
development and engineering (Salawudeen, 2010). However, within the Nigerian public
service, the Public Service Institute of Nigeria (PSIN), NIGCOMSAT, and Sawtell Technologies
have signed a tripartite agreement to implement and deploy a Multi-Tenant Learning
Management System in the institute. (PSIN to Digitalize Training, 2018). PSIN is mandated to
provide transformational Training to Public Servants and the delivery of training to
participants who must comply with global best practices. With the e-learning Management
System, the cost implications for training will be reduced, and public servants can undertake
training and re-training for efficiency and productivity. The effectiveness of a learning process
is achieved when its results are lasting and transferable to other situations.
Training Approaches and Methodologies in Organizations
The age we presently live in is described as filled with disruptive change by Christensen &
Overdorf (2000), whereby organizations are required to deliver higher value through a unique
combination of innovation, quality, efficiency, and customization. These new foundations of
weight cannot be attained by doing more of the same or tinkering with the familiar. Instead,
obsolete operating models and thought patterns must be substituted with fresh and novel ones.
To achieve this, organizational leaders must stimulate new thought processes and actions
among employees (Bontis et al., 2002). In our disruptive world, an organization's capacity to
learn, acquire, apply and spread new insights has been famed as the essential strategic
capability and as a leading source of competitive advantage
LEARNING AS A CONTEMPORARY TRAINING METHOD
In response to the demanding change in the workplace, most organizations depend on
traditional training and various contemporary forms of training (Rozar et al., 2011). E-learning,
the latest form of use of Information and Communication Technology (ICT) to improve and
expedite teaching and learning, has become a popular and significant subset in education
technology. It offers online learning and teaching platform for specific knowledge through the
help of Internet technology all over the world (Brahma. 2017).
Modern technology like satellite communications, the internet, and electronics are alternatives
available to enhance and advance the quality of training in organizations. Horton (2000) is of
the opinion that the application of technology does not change how people learn, and it changes
how they can be taught.
CHALLENGES ASSOCIATED WITH E-LEARNING IN NIGERIA'S PUBLIC SERVICE
Countries are making the conception and distribution of information and communication
technology (ICT) of critical importance worldwide. Several reasons have been given for the
emergence of e-learning. Some of which is the desire to reach many persons within the same
time frame, increase the population of educated individuals and the opportunity to share
knowledge across boards (Odunayo et al., 2013). E-learning in Nigeria rose as a response to the
global task of making education accessible and affordable for all that desired learning as well
as meeting up with the global trend in learning. A key asset to the Nigerian State is her vast
population, which is a fundamental human resource. The staff and members of the Nigerian
public service make up a good number of this population. As a result, for Nigeria to have a
dependable and productive human capital, the national workforce must be adequately trained
(Zainab et al., 2015).
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E-learning in Nigeria has recently gained wider attention and acceptance both within and
outside the public service system. E-learning in Nigeria's public service has continued to
advance, albeit not without challenges. Salawudeen (2010) observes that the advance in ICT
has led to the augmentation and near phase-out of the conventional education delivery
methods. These modern technologies increased flexibility in education and ensured that more
persons were reached in many countries worldwide. This flexibility and the increasingly
redefined roles of individuals within the sector has posed a new challenge for stakeholders in
education. While technology-based education cannot substitute formal learning, it rather
complements it. The e-learning process facilitates the transfer of knowledge with the use of
electronic devices. According to Odunayo et al. (2013, p.207), the advent of electronic learning
has redefined the dawn of learning, changed educators' functions, and offered more prospects
for formal training and continuing education. The tremendous boom in Information
Communication Technology (ICT) in Nigeria has led many organizations to consider using e- learning abilities to promote lifelong learning and the promotion of distance education (Ume,
2016).
In recent times, mobile learning has been practised in most developed nations (Ayodele, 2010).
Nigerian training institutions, however, have been behind in the adoption of these modern
technologies as there is a meagre diffusion rate to online learning; hence, the lag in adoption.
The effectiveness of an e-learning process depends on several factors, including a suitable
medium for proper dissemination of information, availability of technological devices,
reliability of the process, and learners' acceptability. An effective e-learning process "breeds
new ways of thinking and adds to the improvement of collaboration and interaction among
learners" (Pamfilie, Bumbac & Orindaru, 2014, p. 374).
The Nigerian public sector is faced with various challenges that might hinder the delivery of
effective service delivery. According to Zainab et al. (2015), the key challenge within the public
service is infrastructure. This challenge is a common challenge for most developing countries
still unable to adopt e-learning. Organizations face a situation where employees are not readily
equipped technologically, making it challenging to fully implement e-learning (Ellis and Kuznia,
2014). To build an enabling environment for the adoption of e-learning, infrastructure,
information, and communications technology literacy are the requisite combinations essential
in the creation, management, evaluation, and integration of information. With this in mind, the
Nigeria Computer Society 2013 Conference supported the development of a robust
infrastructure positioning for Nigeria (Zainab, 2019). The conference proceedings agreed that
infrastructural development must be a priority to successfully create, manage, and execute e- learning within the polity.
Salawudeen (2010) stated that Nigeria lacks mostly in technological development and
engineering, besides a poorly instituted education finance policy. Of importance are learners
commitment towards learning as the process is driven by the learner (Odunayo et al., 2013).
Factors mitigating successful e-learning, as identified by Montgomerie et al. (2016), are lack of
peer support, organizational culture, time allocation, technical delivery, and learners discipline
towards learning. Acquiring technological devices and internet subscriptions for employees in
the Nigerian public sector is a challenge. As stated by the National Communication Commission
(NCC) in a study conducted in 2013, over 50 million persons within the country have access to
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a mobile phone. Regrettably, a meagre 5% of the population can afford to gain access to the
internet (Odunayo et al., 2013, p. 208). Therefore, the financial and social status of the learner
determines the effective distribution of e-learning.
Olutola (2015) identified four challenges associated with the successful adoption of online
learning as; poor or inadequate internet connectivity, lack of right and appropriate
technological gadgets, unavailability of required software and lack of strategic planning in
determining training needs.
Al-Hujran et al. (2013, p.1199) identified the following issues from the learners perspective;
lack of awareness about the usefulness of e-learning, vague understanding of e-learning,
resistance to change traditional learning methods, and organizational's role in determining
learners use of e-learning tools.
Salawudeen (2010) focuses on the significant challenges that mitigate against the effective
adoption of e-learning in Nigerian institutions: low IT literacy levels among learners, high cost
of internet connectivity, and slow network in many areas within the country lackadaisical
attitude of learners. E-learning allows for autonomous learning; however, some learners do not
possess the discipline and commitment to focus on learning without guidance from a trainer
and an epileptic power supply. The challenge of power in developing countries is a central
impediment for an enhanced technologically developed system. Learners resident in cities,
towns and within rural communities suffer from constant power failures. Nwabufo et al. (2013)
inform that this situation is worse for residents in the countryside as they are not even
connected to the national power grid, hence a total absence of electricity.
Bhalalusesa et al. (2013) categorized challenges associated with the adoption of e-learning into
four categories;
· The individual component
· The technological category
· The curriculum-related issues (instructions, activities and diverse supports) and
· Contextual factors which involve the training institution, its administrative and operational
efficiency.
In the review of Bhalalusesa et al. (2013), it was concluded that factors pertinent to the
individual learners' characteristics are yet to be effectively managed in developing countries.
In contrast, the hierarchical educational approaches prevalent in many developing countries
may have to be advanced into an instructional technique that is more familiar to the individual
learners' activities, self-learning, and enthusiasm. This transformation is imperative as it hopes
to gradually alter both the student and the facilitators' conventional function. Kenan (2015, p.
41), agrees that this transformation will necessitate due emphasis on the individuals' activities
and perceptions and how these changes to learning were triggered e-learning effects.
The identified challenges can provoke training institutions to develop the improved
educational curriculum and learning techniques for an efficient online learning experience
capable of providing measurable results and involvement for all learners and educators
(Odunayo et al., 2013).
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LIMITATIONS OF E-LEARNING ADOPTION IN THE NIGERIAN PUBLIC SERVICE
Several factors have been suggested as limitations to e-learning adoption in the public service.
Although e-learning is viewed as an essential component of the modern teaching and learning
process, it has also challenged organizations to redefine their training approaches (Castillo- Merino & Serradell-Lopez, 2014). The limiting factors identified affects the learners, trainers
and the organization.
Organizational Readiness
Technological advancements within the organizations have undoubtedly created possibilities
for easy administration and made lots of dynamism in organizational culture. According to
Dasguta & Gupta (2010), the growth of technology in recent years has impacted how
governments at all levels work, and the use of information electronically in the Government is
frequently on the rise. The recent development in technology made it apparent to develop and
implement strategies and policies that will enable the adoption of online learning. A significant
limitation identified is a lack of organizational willingness to accept change and consider
additional administrative expenses. Organizations are faced with situations of not being fully
ready to introduce and implement e-learning (Msomi et al., 2016).
Employees readiness
Another limitation identified is employees readiness to accept e-learning as a form of
organizational training. Learners are resistant to changing traditional ways of acquiring
knowledge (AlHujran & Aloudat, 2013). Learners are expected to self-manage their learning
experiences and techniques with little guide and supervision from the instructors, as with other
varied forms of distance and distributed learning, which might affect their communication
skills. According to Akorful & Abaidoo (2014, p.403), e-learning "makes the learners undergo
contemplation, remoteness, as well as lack of interaction or relation". Therefore, learners
require a strong determination and willingness to go through the learning course until
completion.
Lack of technological infrastructure and skills
Government organizations face a funding challenge, which will limit their adoption of e- learning. E-learning requires putting in place technological gadgets with internet connectivity
to ensure the beneficial acquisition of knowledge. The needed technical infrastructure to aid
the learning process, like the computer and internet connection, must be accessible to the
learner to optimize their e-learning experiences. Lack of proper and adequate technological
devices such as computers, mobile devices, internet connectivity negatively impact adoption
and implementation of e-learning (Tarus et al., 2015). Developing local e-learning content will
also be challenging as it requires lots of resources. Lack of adequate technical skills is also a
challenge in the public sector. Most organizations need funds to train technology officers in
skills required, as lack of technological skills limits organizations from taking advantage of e- learning benefits (Msomi et al., 2016).
Technical Issues
Time zone variations is considered as a foremost challenge to online learning as it is with any
real-time event, particularly with the synchronous learning space. This becomes a more
significant concern as learners are drawn out over broader demographics creating extra
technical glitches, especially in virtual meetings enabled through videoconferencing.
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Considering poor internet connectivity in Nigeria, technical issues relating to quality visuals
and audio also pose limitations. Learners are often confronted with technical glitches, which
are expected while using technology, posing an additional strain to the e-learning experience.
Team Effort
A primary impediment to designing e-learning programs is the capacity and experience of the
trainer. Hence, in the case of insufficient expertise on the trainer's part to efficiently design the
online course curriculum. Unlike the conventional pedagogy that solely relied on the instructor
to develop the lesson note, e-learning involves a plethora of skill mastery such as website design
and development, manipulating relevant software, all to aid in creating appropriate content for
the online course.
SYNCHRONOUS OR ASYNCHRONOUS CLASSROOMS
The asynchronous learning space allows students to access the designed online content at their
convenience. This online hub provides a forum for instructors and learners to interact
simultaneously utilizing relevant technological infrastructures such as chat features, audio, and
video interfaces.
However, a drawback to the asynchronous learning space is its inability to allow for quick and
interactive feedback. Sometimes, trainees may require instantaneous responses during an
interaction, which is not feasible in the asynchronous classroom. Training within this space is
always for a limited time, say 60-90 minutes. Late entrants to a class can diminish the
significance of the lesson if everything must be recapped.
Appana (2008, p. 15) notes that because online learning can seem to be "an impersonal
exercise", there is a tendency for learners to feel "isolated" from the instructors and other co- learners. As argued previously, virtual learning does not have the gestural features which are
vital components in the conventional face-to-face interaction, thus leading to a diminution in
communication. Odunayo et al. (2013) believe that certain situations where physical learning
cannot be substituted with online interaction. Specific learning contents are not entirely
appropriate for teaching on the web due to their nature, relative value, or importance.
To a high degree, online learning happens asynchronously with the resultant lag in feedback
and limited dialogue, which naturally benefit certain levels of learners and challenge others. A
deficiency in spontaneity identifiable in an asynchronous learning environment can be
neutralized by the chance learners get to have ample time self-examination and to provide
planned responses.
Since online learning is self-paced and self-directed, managing learners' participation in active
learning can pose a challenge. Some individual learners may lack self-worth and enthusiasm to
perform credibly in an online program when left to oneself. There is a tendency for learners to
get distracted while on an e-learning course on the internet. Distractions such as surfing the
web, viewing unrelated programs, playing a computer game, or listening to songs are common
among learners.
Hence online learning institutes must design systems that inspect the learning process,
ensuring that learners participate in the program. Perhaps adequate training guidelines that
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prevent learners from indulging in non-elearning related activities during the study duration
can aid in dealing with distractions in a learning environment.
BENEFITS OF ADOPTING E-LEARNING IN THE NIGERIAN PUBLIC SERVICE
According to Ungureanu et al. (2013), e-learning is an essential, efficient and innovative
instructional strategy for providing teaching and learning to employees. E-learning offers a
more comfortable and faster means of acquiring knowledge and information while eliminating
barriers. E-learning is a means of learning facilitated electronically (Kasraie et al., 2010) and is
more prevalent in the teaching-learning process due to the advances of internet technologies
through Web-Based Training (WBT). The web-based technologies enable learners to interact
with each other and instructors (Sasikumar, 2013). E-learning has made education learner- centred as the individual learner drives the process. In the organization, e-learning as a training
method enables control of learning for learners, consistency, reduced costs avoid employee
absenteeism (Brown & Charlier, 2012).
Kasraie & Kasraie (2010) categorized the benefits of e-learning in the organization into hard
and soft. The complex benefits are objective and easily measured; the example is increased
productivity, while soft benefits are harder to measure, such as improved communication in
the organization.
E-learning, also known as distance learning, enables the learner to study at an individual's pace
and schedule, more straightforward navigation of learning materials, and access to broader
information.
According to Zainab et al. (2015), adopting e-training in the Nigerian civil service have
increased awareness of the use of technology in the workplace, expanded learning culture,
integrated e-training in work activities and a better understanding of communication tools. E- training in the public organization allows the delivery of knowledge to build a skilled workforce
and improves organizational performance.
Further, with the adoption of e-learning in the Nigerian public sector, essential facilities
required to project a positive image of the service will be put in place and transform the
organization into a current operational public service.
The dramatic shift to e-learning by organizations has led to a dramatic reduction in the cost of
training (Kasraie, 2010) and automatically expanded the e-learning market. In the Nigerian
public service, e-learning allows consistent specialized education for a more significant number
of employees irrespective of their location.
E-learning is considered a critical form of learning in the educational system as it imposes an
innovative shift in the learning environment. The creative change and effective implementation
of e-learning in the public service lead to flexibility in training programs, completion of learning
activities at learners pace, accessibility of learning materials at any location, delivery of
consistent content to a higher number of trainees, reduction in time of teaching and ICT
competency improved in the learner. E-learning is now widely used as a strategic element
among educational institutions and corporate organizations to enhance learners skills,
performance, and academic outcomes (Jabli & Qahmash, 2013).
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The majority of organizations are aware that e-learning increases organizational flexibility in
presenting training at the right time. It also allows flexibility in the design and delivery of
materials to suit the trainees' pace, choice location, and instructors capacity to train several
persons simultaneously. E-learning is a learner-centred learning process as it focuses on the
needs of individual learners (Arkorful & Abaidoo, 2014).
Subramanian (2016, p. 401) affirms the following as advantages for the adoption of e-learning
in education;
i. Flexibility in dealing with the challenges of time and place of learning
ii. Extensive access to information. Ease access to broad information to enhance knowledge
(Akorful & Abaidoo, 2014).
iii. Eliminates the discussion barrier by providing a platform for learners and instructors to
interact among themselves. Platforms such as online classrooms, discussion forums, and
assignment forums improves communication
iv. Reduces the cost of travel and risk associated with travelling for learners.
V. E-learning increases satisfaction in learning and decreases stress associated with learning as
learning is self-paced (Algahtani, 2011)
CONCLUSION
The capacity development of public servants is a priority to the Federal Government of Nigeria.
This has prompted the Government to ensure that public servants are entitled to at least one
training program each year as a catalyst in providing organizational performance (Gberevbie,
2010).
According to Jones & George (2008), training and development allow employees to take on new
responsibilities and adapt to changing conditions. This assertion also justifies reasons why
training and capacity development is being promoted in every sphere of Government.
The method of designing annual training and capacity programs by the MDAs is geared at
providing continued development to improve productivity and enhance job performance. Such
a program aims to enhance employees' knowledge and competence required to carry out
assigned tasks effectively. Such programs tend to generate revenue, improve organizational
performance revenue, and encourage competitiveness.
E-learning breaks barriers of cultural diversity in learning as learners from different locations
and can interact and learn at other times. All learners have equal access to information
irrespective of diversities. An e-learning environment accommodates all and enables
instructors and learners to complete tasks within a short time than traditional classroom
learning.
E-learning further aids in the preparation of society to globally communicate and dialogue with
others, improved communication, and the provision of instantaneous feedback (Zeitoun,
2008:Akorful & Abaidoo, 2014 ).
Although there are limitations to the deployment of e-learning, such as organizational
readiness, technical issues, etc., this review further indicated that the benefits far outweigh the
burdens.
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Therefore the adoption of e-learning can improve the organizational workforce, contributes to
economic growth, and enable policymakers to seek the support of the Government in providing
the necessary infrastructure and finance required for a seamless e-learning process within the
public service (Zainab et al., 2015).
Likewise, e-learning adoption in Nigeria's public service will cause a reduction in the cost of
training, and more funds can be diverted to developmental projects.
This review has highlighted the key factors affecting e-learning in Nigeria, including its
limitation, benefits, and application to public servants' delivery and capacity development.
Deliberate efforts by all relevant stakeholders and key players are required to encourage the
adoption of e-learning for the capacity development of public servants.
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