Survey Research Methods for E-Learning Acceptance in Rural Nigeria

Introduction and Context: E-Learning in Rural Nigeria

This study is organized into three parts. The first part, the breadth component, identifies the differences between three important research paradigms, which are defined, compared, and contrasted with various types of research methodologies, with a particular emphasis on survey research methodology, using a selected bibliography to evaluate the methods. The second part, the depth component, presents the respective strengths and weaknesses of the survey methodology, an evaluation of data collection instruments and sampling strategies, and the key steps that must be taken to ensure successful use of the approach; this part also includes an annotated bibliography aligned to the research objectives. The final part, the application component, provides details concerning how the survey research method will be specifically used in the author's thesis work, which seeks to determine the attitudes and behavioral intentions of students at a private university in a rural area of Nigeria regarding their acceptance of e-learning. This is accomplished by identifying a problem for the research, the research purpose, research questions, theoretical foundations of the proposed research, and the methodology used to conduct the research.

Today, the people of Nigeria stand at an educational crossroads, with one path leading to a continuation of the lackluster status quo and the other leading to opportunities for improvement in the manner in which educational services are delivered. The former path will likely result in the country's literacy rate remaining low, its infant death rate remaining high, and its people relegated to a life expectancy of less than 50 years (Nigeria, 2010). By sharp contrast, the latter path can lead to improvements in access to educational services — in general and for females in particular — for the large numbers of Nigerians who live in rural regions of the country, in ways that will contribute to their ability to gain meaningful employment and support the economic and social growth of Nigeria in the future.

According to Roffe (2004), Nigerians who live in rural regions face profound and complicated challenges in overcoming the so-called "digital divide" that separates the information "haves" from the "have-nots." Although electrification efforts have proceeded over the years, many parts of the country remain without reliable grid-based electricity. Moreover, even assuming that an alternative energy source such as solar or wind power can be used to power Internet-enabled computers, some Nigerians may live in regions where hills or mountains interfere with the line-of-sight transmissions needed for reliable Internet service. Assuming that these challenges can be overcome in a cost-effective fashion, the problem remains concerning whether Nigerians living in remote regions of the country will accept the technology and apply it for learning purposes. In this regard, Roffe emphasizes that, "People living in [rural] areas are assumed to be 'digital poor.' To benefit from technology, citizens will need a suite of e-skills, not just in digital literacy, but also in a range of associated key skills such as collaborative working and learning to learn" (p. 16).

Teachers will also need to develop new skills to use a virtual learning environment effectively. Stevens (2006) emphasizes that, "Teaching face-to-face and on-line are different skills and teachers have to learn to teach from one site to another. This is fundamental to the success of e-teaching. Teachers have to learn to teach collaboratively with colleagues from multiple sites and have to judge when it is appropriate to teach on-line and when it is appropriate to teach students in traditional face-to-face ways. These judgments have to be defended on the basis of sound pedagogy" (p. 120).

Research on teacher preparation and adult learning highlights several factors that exemplify high-quality training of teachers for e-learning settings:

1. Subject matter must be made meaningful and understandable. Through activities and tasks, students must learn general principles to apply in authentic settings.
2. Subject matter is acquired best in environments where the knowledge and methods to be learned are modeled. Multi-media presentations generated from field sites can be used to demonstrate and analyze effective practice.
3. Online modules of evidence-based practices can serve this population well by providing practice, relevant examples, answers to questions, and research citations to support the practice. Such modules can be increasingly easy to access, can respond to consumers' "need to know," and can be updated quickly as new evidence is published (West & Jones, 2007, p. 4).

Unfortunately, many of the benefits available to e-learners may remain unavailable even when young Nigerian citizens are able to gain access to institutions of higher learning with modern learning tools, because they may lack the "e-skills" needed to use those tools to best effect. It is reasonable to assume that students who lack these skills will hold a vastly different attitude toward e-learning initiatives compared to those who do. The advantages of e-learning in general — and for higher educational institutions that lack geographic proximity to larger urban centers in particular — are well documented. Stevens notes that, "The growth of e-learning in schools has led to pedagogical considerations and to the development of new ways of managing knowledge that enable these institutions to assume extended roles in the regions they serve" (2006, p. 119).

Therefore, in order to formulate a path to improvement, an appropriate research paradigm must be identified and used effectively. Wright (2002) emphasizes that, "There is a current lack of relevance of educational research in Africa that highlights the need for paradigms that would link research better with policy and practice in education" (p. 279). Moreover, the unique nature of the Nigerian educational context requires a robust research paradigm capable of developing an understanding of the issues from an African perspective. As Wright concludes, "Any such [research] paradigm needs to be firmly rooted in the reality of a particular African educational context" (p. 279).

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