Instructional Technology and Distance Education in Nigeria; Historical Background and a Critical Appraisal.

The purpose of the paper discussed in this poster is to examine the use of instructional technology in distance education in Nigeria and to trace the historical origins of distance education in Nigeria. There have been various definitions of distance learning and e-learning (Akande, 2011; Oguzor, 2011). In this paper, the researcher would define e-learning as delivery of instruction through electronic media. The researcher would also use distance education as a form of learning that involves less physical contact than the traditional classrooms and communication through electronic means or print. These electronic means include mobile telephones, email, CD-ROM Packages, videophone system, computer, digital library, radio and television broadcasts. In Nigeria, students involved in distance learning are sometimes referred to as sandwich students or part-time students (Adesoye & Amusa, 2011). They are usually workers or students who were not able to gain admission into the university as the entrance examinations into the various universities are highly competitive and spaces are limited (Adesoye & Amusa, 2011). They usually take a correspondence course during the year. During this time, the instructional materials may be sent through mail or the student would drive to designated centers to pick up the study materials and use the library resources. In Olabisi Onabanjo University and Tai Solarin University of Education, in addition to the distance education, the students get face to face instruction for a period of a few weeks while the full-time students are on the semester break (Adesoye & Amusa, 2011).