INSTITUTIONAL POLICY IMPLEMENTATION AND LECTURERS' READINESS TOWARDS ADOPTION OF LEARNING MANAGEMENT SYSTEM IN SOUTH-WEST UNIVERSITIES, NIGERIA
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UNIVERSITY OF ILORIN
Learning Management System (LMS), a component of Information and Communication Technology (ICT) has brought changes into most aspects of the education system. This has rendered the existing teaching principles and methods unsuitable for the achievement of the educational objectives. Therefore, there is need for new orientation in teaching and learning. This research was carried out to examine lecturers’ readiness and institutional policy implementation towards adoption of LMS as part of their ICT utilization in universities in the South-west, Nigeria. The objectives of the study were to: (i) investigate the level of ICT policy implementation with respect to adoption of LMS; (ii) determine the adequacy of facilities provided for adoption of LMS in the institutions; (iii) examine lecturers’ perceived self-efficacy in the use of LMS; (iv) examine the readiness of lecturers towards using LMS in the institutions; and (v) examine the influence of gender, age and ICT skill on lecturers’ readiness to adopt LMS. The study adopted a mixed method research design involving cross-sectional survey and in-depth interview. A multi-stage sampling technique was used to select 538 out of 6,252 lecturers and five ICT Directors from six universities for the study out of the 15 government-owned universities in the South-west, Nigeria. The research instruments used for the study were validated researcher-designed questionnaire and structured interview guide entitled “Institutional Policy Implementation and Lecturers’ Readiness on LMS Adoption Questionnaire” (IPILRLMSAQ) and “Interview Questions on Institutional Policy Implementation and LMS Adoption” (IQIPIALMSA), respectively. The reliability coefficient of the IPILRLMSAQ was 0.8. Seven research que-stions were answered and six hypotheses were tested in the study. The data collected were analyzed using descriptive and inferential statistics at 0.5 level of significance. The findings of the study were that: i. ICT policy implementation in institutions with regards to LMS adoption were at its infancy stage as a result of inconsistent framework, non-functional ICT policy, inadequate funding and lack of adequate training and retraining on LMS; ii. the ICT facilities provided were adequate with the least mean value of 3.81; iii. the lecturers indicated a moderate level of perceived self-efficacy with least mean value of 3.87; iv. lecturers’ readiness towards using LMS in the universities is positive (b = 0.539, p < 0.05); and v. there was no significant difference in the lecturers’ readiness to use LMS based on gender, age and ICT skills (male = 4.0261, female = 4.0278; young = 3.97; old =4.02; skilled 3.96; unskilled 4.21 respectively). The study concluded that implementation of institutional policy on ICT and lecturers' readiness could guarantee successful adoption of LMS in the Nigerian universities. The study recommended that there should be consistent framework, functional ICT policy implementation on LMS and adequate funding in Nigerian universities. Also, there should be adequate training and retraining for lecturers on LMS to enhance their job performance in the universities.
INSTITUTIONAL POLICY IMPLEMENTATION, LECTURERS' READINESS, ADOPTION, LEARNING MANAGEMENT SYSTEM, UNIVERSITIES, SOUTH-WEST, NIGERIA