Multimedia E-Learning Education in Nigeria and Developing Countries of Africa for Achieving SDG4

Multimedia E-Learning Education in Nigeria and Developing Countries of Africa for Achieving SDG4

Ugochukwu O. Matthew, Jazuli S. Kazaure
DOI: 10.4018/IJICTHD.2020010103
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Educationally, electronic media are the communication resources for those who offer and support education and those who are participating in educational activities. Achieving the Sustainable Millennium Development Goals (SDG) with respect to UNESCO recommendations for committing 15%-25% of the developing nations annual budget to education toward realizing SMDG Goal #4, emphasis is on quality and affordable education for all human beings. Notwithstanding the substantial advancement in education, access and involvement over the past years has not been encouraging. Globally, 262 million school aged children are out of school in 2017, while a reasonable number of school children and adolescents have still not been able to meet the minimum competence in reading and solving mathematics. This research established that networked teaching and e-learning education in the academic institutions physical teachings will provide theoretical and practical significance on the learning outcomes in reshaping the face of education in developing countries such as Nigeria.
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1. Introduction

Digital Synchronous transmission occurs when people are communicating with each other at the same time, via various forms of communication technologies. Networked teaching needs to establish certain teaching situation which is the use of network resources platform, collaborative and autonomous learning platforms. Network autonomous learning is learners and online learning materials, teachers, classmates on one-to-many interactive session,(Shi & Luo, 2016). It is not absolute isolative study or self-study rather one-on-one interaction between learners and learning materials, there is no participation of teachers and peers in most scenario, (McCoy, 2005). Educational teaching in Primaries , Secondaries, Colleges, Polytechnics and Universities should step into the information processing, participate in collaborative learning environment, ushering network information resources development and utilization of synchronous mode which will give benefit in the learning outcomes,(Gumel, Bashir & Matthew,2019). In the Universities for instance, physical teaching according to different application target, set up different material properties in a certain sense while implementing physical education in the network environment. In the development of flexible education module for Open Distance Learning (ODL) in most of the universities, fundamental constraint where not addressed to include synchronous interface and session retrieval. While we openly admit deficiencies of the present network technology in teaching in our various institutions as to have met a lot of problems, the students and teachers generally reflect on the problems and that has become the main problems affecting the performances of network teaching. At present the Universities sites and project learning website have many problems existing in the teaching material and method of processing. Of all the project-based learning website, Colleges and Universities Open Distance Learning, a lot of material on the website is only the original physical textbooks to realize a simple heuristic teaching method in teaching materials, control of the learning process is mainly in computer without synchronous flexible design. Students use network resources for independent learning, visitor and teachers, communication and coordination between visitor and resource is particularly important. But at present teaching websites for teachers and students are non-interactive, non-synchronous and some of the interactive system is in a state of idle nomenclature, making the network teaching lost a very important part of the teaching process. The entire essence of this paper is to propose a better networked e-learning and collaborative synergy in a more active synchronous and asynchronous participation to fully achieve different kinds of learner’s expectations.

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