Promotion of Blended Learning Usage in Science Teaching in Nigeria: Some Inhibiting Factors

Abstract

E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended Learning is commonly used. It is noted in Nigeria that technology-based tools are already beginning to change the conventional relationships or interaction among students themselves and between students and teachers by facilitating cooperative learning. The study revealed that students taught with blended learning performed significantly better than those taught with e-learning. However, the findings in this paper also indicate that, there are some obstacles to the successful integration of Blended Learning in teaching and learning of science. These include inadequate technical personnel, insecurity and poverty, poor network connectivity, inadequate avoidable computer equipment, epileptic power supply, lack of maintenance culture, and lack of competence, confidence and accessibility to technology-based tools by the students and teachers. Hence, this paper examines the strategies of integrating technology into classroom instruction across the school curriculum to optimize learning outcome, and argues for a technology-based students development that not only equips teachers and students with computer and other technological skills but in providing the kind of training that actively explores integrating technology (blended learning) into methods, courses and students learning activities.

Keywords: Blended Learning, Science, E-Learning, Technology.