Information And Communication Technology Utilization For Open And Distance Learning In Universities In South-west Nigeria

Information and Communication Technology (ICT) facilities form the main framework upon which Open and Distance Learning (ODL) depend for its development as an alternative way of learning, mainly for Adult. Literature has revealed that the use and integration of ICT in distance education for teaching and research have been major obstacles that may have impeded proper and full accomplishment of the programme. This study therefore investigated ICT Utilization for ODL in Universities in South-west, Nigeria. The Objectives were to: (i) determine the availability of ICT facilities for ODL; (ii) determine the lecturers’ access to ICT facilities for ODL; (iii) examine the extent of lecturers’ utilization of ICT facilities; (iv) identify institutional ICT policies and strategies for ODL; (v) identify factors that facilitate lecturers’ ICT utilization; (vi) examine the influence of ICT accessibility on instructional delivery and research; (vii) identify factors hindering the utilization of ICT facilities for ODL; and (viii) determine whether differences exist in ICT utilization between dual mode and single mode universitiesrnThe study adopted quantitative research design of survey type. The population of lecturers was 1,984, out of which a sample of 693 lecturers; (394 males and 299 females) was purposively selected from four dual mode and one single mode universities. Data were collected through the administration of validated researcher-designed questionnaire. Percentages and mean scores were used to answer the research questions, while Analysis of Variance (ANOVA) was used to test the hypotheses rnFindings of the study were that:rni. ICT facilities were available in ODL; (66.6% and mean of 1.33)rnii. ICT facilities were accessible by lecturers; (58.3%, mean of 1.42)rniii. ICT facilities were moderately utilized by lecturers; (57.4%, mean of 1.54)rniv. ICT policies were adequately formulated by ODL managements; (65.8%, mean of 2.07) rnv. instructional delivery, research, online tutorial and counseling were factors that facilitated lecturers’ ICT utilization for ODL; (77.4%, mean of 1.96) rnvi. ICT accessibility highly influenced instructional delivery and research in ODL; (82.2%, mean of 1.76%)rnvii. Network problem, poor funding, poor electricity and insufficient skill were factors hindering the utilization of ICT facilities for ODL; (77.9%, mean of 1.87); andrnviii. there were significant differences between dual mode and single mode ODL on the availability of ICT; F (df 4,657) = 5.994, P= < 0.05); accessibility of ICT; F (df 4,657) = 20.063, P=< 0.05); utilization of ICT; F (df 4,657) = 21.087, P=< 0.05); institutional ICT policies and strategies; F (df 4,657) = 3.192, P= < 0.05). All significant at 0.05 significant levelrnThe study concluded that though, majority of ICT facilities were available and accessible; a gap still existed among ODL universities on the availability, accessibility, utilization, institutional policies and strategies of ICT facilities. The implication is that if ICT facilities are properly utilized, there is likely to be an improvement in the instructional delivery and research in Open and Distance Learning. It was therefore recommended that university management should increase their investment in ICT facilities so as to attain world class Open and Distance Education.

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