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AN ANALYSIS OF E-READINESS OF A HIGHER INSTITUTION

AN ANALYSIS OF E-READINESS OF A HIGHER INSTITUTION

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AN ANALYSIS OF E-READINESS OF A HIGHER INSTITUTION

Chapter one

INTRODUCTION

1.1 Background of the Study

The usage of the internet has deepened the world of today, making practically everything easier; the place of learning and teaching, as well as the business environment, have improved throughout time.

The Internet has made significant contributions to our modern societies. Consider the case study for the sake of this research project. We will analyse the influence of E-readiness on higher education institutions, utilising the national open university of Nigeria’s Benin centre as a case study.

The increased usage of the Internet has caused huge changes in teaching pedagogies, resulting in a more interactive learning process. Information and Communication Technology (ICT) emerged as a result of internet advancements and is today seen as a new communication technology used to improve and replace traditional methods of information transmission and exchange.

They are increasingly important as tools for accelerating social, economic, and educational growth. For example, Fuchs and Horak (2006) noticed that the topic of e-readiness encompasses more than just the use of ICT and access to the Internet. It also includes the use and benefits of ICT.

According to the United National Education and Cultural Organisation of Nigeria, UNESCO (2002), ICTs are viewed as catalysts for educational reform and transformation. However, ICT plays an important role in development strategies for universities in both developed and developing nations.

Similarly, several efforts to institutionalise ICT for development in the national Open University of Nigeria, Benin centre have focused on public institutions, with less emphasis on private institutions due to ownership and regulatory considerations.

This might be argued from the premise that the resources required to institutionalise ICT in our various institutions exist if and only if they can be effectively utilised. Colle (2004) defines e-readiness as the ability to sustain relevant content, human resources, practical research, and training capability while assessing these indicators.

It is particularly notable in Colle’s (2004) definition, which states that e-readiness is a concept commonly applied to nations and refers to a country’s inventory of ICT resources for operating in a modern information society.

He went on to say that a nation’s e-readiness involves, among other things, service providers, networking facilities, favourable ICT regulations, adequate human resources, and telecoms competition.

It is important to note that universities all over the world play a key part in every country’s development effort, with theoretical capacities to be the driving force behind the use of the internet in their individual countries and even beyond their national borders. Any actions being undertaken by the national government as a whole to improve ICTs, such as identifying the ability of institutions.

To support the foregoing, it is vital to note that the evolution of the Internet cannot be compared to previous technologies. For example, Molosi (2001) stated that the television revolution took years to reach 30 million people, whereas the internet reached this milestone in only four years.

There is little doubt that the rate of adoption of new technology in developing nations is low, particularly in Sub-Saharan Africa. According to Naidro and Schutte (1999), this is especially visible in the area of telecommunications and computer infrastructure such as telephones, power supply

and the construction of adequate electronic networks, among others. Today, advances in telecommunications infrastructure have resulted in increased Internet connectivity.

Despite the aforementioned, most colleges in emerging and underdeveloped nations demonstrated a low level of e-readiness. This refers to appropriately trained human resources for the successful and efficient deployment of the internet.

In addition, there was an issue with a lack of practical resources, to name a few, particularly in private universities, which is the primary focus of this study. As a result, the purpose of this research is to look into the impact of e-readiness on our case study’s educational growth.

The purpose of this study is to determine the extent to which e-readiness at the selected private institution has influenced educational growth in Nigeria.

1.2 Statement of Problem

The study’s driving force was to address the fact that, despite the growing adoption and demand for ICT in education, there is very little systematic research and hard data on how ICT is actually used in universities, and even less about its impact on educational outcomes, social behaviour, employment (human resources), and student productivity.

1.3 RESEARCH QUESTION.

1. Does information technology have a substantial impact on Nigeria’s social, economic, and educational development?

2. Is there a link between using ICT and simply having access to the internet?

3. Does ICT have a substantial impact on student readiness at Nigeria’s National Open University, Benin Centre?

4. Does E-readiness improve Benin’s inventory of ICT resources for running a modern information society?

1.4 Research Hypothesis

H0: There is no substantial link between ICT use and Internet access alone.

H1: There is a substantial link between ICT use and Internet access alone.

H0: There is no mean difference in gender responses to the question of whether information and technology have a substantial impact on social, economic, and educational progress in Nigeria.

H1: There is a mean difference in gender replies to the question of whether information and technology have a substantial impact on social, economic, and educational progress in Nigeria.

H0: Good ICT has no substantial effect on students’ academic achievement.

H1: Good ICT has a major impact on pupils’ academic success.

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