phd educational technology in nigeria

Usmanu Danfodiyo University Sokoto

The most peaceful university in nigeria, administration, admin structure.

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PhD. EDUCATIONAL TECHNOLOGY

The philosophy of the Ph.D. Degree programme in Educational Technology is anchored on the belief that students should be provided advanced and up to date training in the design, development, and use of educational resources thereby enabling them to offer specialised services and provide leadership in the field of Educational Technology, in a variety of educational settings at local, national, and international levels.

The aim of the programme is to train students in general and specialised areas of Educational Technology by equipping them with knowledge, skills, and research capabilities in the field.

The objectives of the programme are to:

• Provide further educational training for teachers, researchers and supervisors in all educational settings.
• Equip students with appropriate techniques to solve problems affecting education through the use and production of technological and instructional materials.
• Expose students to the interrelatedness of instructional technology to other aspects of national development.
• Equip students with appropriate psychological skills needed for guidance and counselling in and out of the educational system.

Admission Requirements

• Five O’Level credit passes in English Language, Mathematics (where applicable) and any other three relevant subjects.
• Bachelor Degree in Educational Technology of Usmanu Danfodiyo University, Sokoto or other recognised institutions with a minimum of Second Class Lower division.
• Master Degree in Educational Technology with a GPA of not less than 4.0 on a 5 point scale or 3.00 on a 4.00 point scale.
• In addition to i-iii above, a candidate must satisfy the matriculation requirements of the Usmanu Danfodiyo University, Sokoto.
• Any other qualifications acceptable to the Board of Postgraduate School and the Senate of the Usmanu Danfodiyo University, Sokoto.

Mode of Study

The programme shall run on full-time and/or part-time bases and shall be by course work and research to be embedded in a Thesis.

Full Time: Minimum of 36 calendar months and maximum of 60 calendar         months.

Part Time:   Minimum of 48 calendar months and maximum of 72 calendar                 months.

Tuition Fees

As may be determined by the University from time to time.

Career Opportunities

• Institutions of higher learning.
• Research centres and Institutes.
• Educational Technology/Resource Centres.
• Print and Electronic Media Houses.
• Education Ministries, Parastatals, and Departments

Areas of Specialisation

• Instructional Design
• Education Media Production
• Instructional Materials Design and Production
• Computer Assisted Teaching/Electronic Learning Packages
• Instructional Resource Management

Graduation Requirements

• Register and pass a minimum of 46 credit units taught courses,made up of the following:

Courses                                                                                   Units

Core Courses                                                                           30

Thesis                                                                                      16

2. A fulltime PhD student must present a research proposal within 18 months of registration. Where the defence was not successful during the first attempt ,a second attempt must be made before the expiration of 24 months since the student’s first registration.

3. Carry out research in relevant area of specialization and submit an acceptable Thesis which shall be defended before a panel of internal and external examiners, and shall be graded.

4. Present at least three seminars, at most one per semester.

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NOUN Postgraduate Registrable Courses (Masters, PGD & PhD)

NOUN Postgraduate Registrable Courses (Masters, PGD & PhD) . Discover a comprehensive guide to NOUN’s postgraduate programs, eligibility requirements, application process, and fees. Pursue your academic aspirations and elevate your career prospects with NOUN’s flexible and diverse postgraduate offerings.

The National Open University of Nigeria (NOUN) stands as a beacon of accessible and high-quality education, offering a plethora of postgraduate programs tailored to diverse academic interests and career goals. NOUN Postgraduate Registrable Courses provide a gateway to advanced knowledge, professional development, and personal fulfilment.

Whether you seek to specialize in a particular field, enhance your leadership skills, or embark on a research journey, NOUN’s postgraduate programs offer the flexibility and rigour to meet your aspirations. This comprehensive guide delves into the world of NOUN Postgraduate Registrable Courses, equipping you with the knowledge and resources to make informed decisions about your academic journey.

READ ALSO: NOUN Postgraduate Admission Form: Requirements & Admission Process .

Table of Contents

Exploring NOUN’s Postgraduate Programs:

NOUN offers a diverse array of postgraduate programs across various disciplines, catering to a wide range of academic interests and professional ambitions. These programs are designed to provide students with the necessary knowledge, skills, and expertise to excel in their chosen fields.

Some of the key postgraduate program categories include:

• Master’s Degree Programs: These programs typically require a bachelor’s degree for entry and provide students with in-depth knowledge and specialized skills in their chosen field.
• Doctorate of Philosophy (PhD) Programs: These programs are designed for individuals seeking to pursue advanced research and contribute to the body of knowledge in their respective fields.

Related: NOUN Online Verification Procedure for Newly Admitted Students .

NOUN Postgraduate Registrable Courses (Masters, PGD & PhD) .

NOUN’s postgraduate registrable courses span a wide spectrum of disciplines, encompassing:

• Agricultural Science: Delve into the intricacies of agriculture, exploring crop production, animal science, and agricultural economics.
• Arts: Engage with the creative and expressive domains of art, literature, and performing arts.
• Education: Equip yourself with the tools and knowledge to shape the future of education, encompassing educational psychology, curriculum development, and educational leadership.
• Health Science: Gain insights into the complexities of human health, exploring public health, nursing, and environmental health.
• Law: Immerse yourself in the intricate world of law, delving into criminal law, constitutional law, and international law.
• Management Sciences: Master the art of business and management, exploring finance, marketing, and human resource management.
• Science: Unravel the mysteries of the natural world, exploring physics, chemistry, and biology.
• Social Sciences: Explore the dynamics of human society, encompassing sociology, psychology, and political science.

Related: NOUN GST302 Business Plan Sample & How to Write It .

==> Adventist College of Nursing Jengre Admission Form .

NOUN Postgraduate Fees Payment Schedule.

Project fees.

• Undergraduates = N15,000.00
• Post-Graduate Diploma – N25,000.00
• Masters = N40,000.00
• Undergraduates = N1,000.00 per course
• Postgraduates (PGD and Masters) = N2,000.00 per course

Related: NOUN Admission Form 2024/2025 Registration Procedure for New Students .

List of NOUN School of Postgraduate Studies Registrable Courses .

Embark on your academic journey:.

Upon successful admission, embark on your enriching academic journey with NOUN’s postgraduate programs. Engage with knowledgeable faculty, participate in stimulating discussions, and delve into the depths of your chosen field.

Conclusion: NOUN Postgraduate Registrable Courses .

NOUN Postgraduate Registrable Courses offer a transformative academic experience, empowering individuals to pursue their aspirations and enhance their professional horizons. With its diverse program offerings, flexible learning structure, and affordable fees, NOUN provides a gateway to advanced knowledge and personal fulfilment. Embark on your academic journey with NOUN and discover the world of possibilities that await you.

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23 Digitization of Education in Nigeria: A Path to Technological Advancement

Onyia, Mary N. (Ph.D.)

Today, more than ever, the role of educational technology in teaching and learning is of great importance because of the use of information and communication technology. With the help of various applications for distance education, the internet, teachers and students themselves, they see the advantage technology in education. Aware of this, the Federal Government in its statement on the National Policy on Information and Communication Technology (ICT) in education identified the critical role of ICT, towards the attainment of the National Vision within the context of the constitution of the Federal Republic of Nigeria, the National Policy on Education, Ministerial Strategic Plan: Education for Change and Sustainable Development Goals (SDGs). But since independence, Nigeria has had an encompassing quantitative education with minimal or no impact on technological advancement. Despite the constant previous reforms in the sector to make it more impactful, problems persisted , just as panaceas abound , but the questions remained, hence the clamour for digitization of education in Nigeria for technological advancement.

Keywords: Digitization, Education and Technological Advancement

Modern teaching materials are very crucial and most preferred in the digitalize world. A modern education system uses technology to impart knowledge. Digitization of education system is an opportunity to develop a cognitive resource-based mechanism in learners and improve the skills, lifelong learning and continuous education. Digitization produces information that can be conveyed in many different methods. It brings about democracy of knowledge where education becomes a collaborative and self-driven enterprise. Nowadays, there are tools available to transform learning from an academic exercise to an engaging experience gratification and technological gains.

Digitization is the trending term, describing the 21st century in the most precise manner as possible. We are in the era where unprecedented ideas are unfolding in our education sector and creating the advancement that can’t be matched by lagging behind in terms of technology.

CONCEPT OF DIGITIZATION

Witten and David (2003) defines digitization as the process of taking traditional learning materials that are in book form and papers and converting them to the electronic form where they can be stored and manipulated by a computer. Kannappanava; Rajamkanta and Tandur (2010) stated that digitization refers to the conversion of materials created in another format into an electronic form; this definition excludes materials that were initially created digitally, such as email communication. Similarly, Jagboro, Omotayo and Aboyade (2012) defined digitization as all the steps involved in the process of making collections of historical and other materials available online. Pandey and Misra (2014) describe digitization as the course of converting analog information to a digital format.

Digitization implies the creation of digital surrogates for an original copy or physical object. Digitization encourages open access to resources such as electronic theses. Ding, (2000) highlights the advantages of digitization as follows:

• Digitization means no new buildings are required; improvement in information sharing and redundancy of collections reduced.
• Digitization leads to the development of Internet in digitalized based institutions
• Digital materials can be transmitted, sorted and retrieved easily and quickly.
• It is cheaper to access electronic information than its print counterpart when storing files in an electronic device with compatible facilities and equipment.
• Digital texts can be linked, made interactively; and improves the retrieval of more information.

Also, clients do not have to travel to libraries that have the hard copies of library resources before they can access and use such materials (Fabunmi, Paris, and Fabunmi, 2009). Pandey and Misra (2014) mention that digital projects allow users to search for groups rapidly and comprehensively from anywhere at any time; several users can access the same material the same time without a barrier. In contributing to this, Urhiewhu and Daniel (2015), opines that in digitizing library resources, everyone will have access to information instead of to a group of researchers. The authors also stated that digitization makes the invisible to be visible.

Other benefits as summarized by Akpan-Atata and Enyene (2014) are as follows:

• Universal Access – people from all over the world, gained access to the same information as long as an internet connection is available.
• Capacity – in the traditional libraries, there are limited storage spaces while digital books have the possibilities to reserve much more information, simply because digital information requires very little physical space to contain them.
• Cost – the cost of sustaining a digital learning is lower than that of running a traditional learning.
• Enhanced searching methods through different search engines and manipulation of information.
• Improved facilities for information sharing.
• Access to information is made possible in a short time.
• Improved collaboration with other information institutions and centers, chances to form consortia where they can pull their resources together and get a real bargain of scale to acquire learning software.

The benefits of digitization cannot be over emphasized. Digitization has transformed scholarship and brought with it tremendous changes and easy access to resources which were formerly restricted. Carr (2000), observed that in academic institutions, digital institutional resources such as theses, research papers, manuscripts, images or specialized monographs are of very high value. To retain the original copies of rare publications emanating from institutions, digitization becomes the best option. Academic institutions are leveraging the benefits of digitization to preserve their original publications while promoting surrogate copies.

Concept of Technological Advancement

Technological advancement is the generation of information or the discovery of knowledge that advances the understanding of technology. In other words, a technological advancement advances the understanding of technology. (Johnson, 2012).

It is also an attempt at extending or further understanding the underlying science used to develop current materials, devices, products or processes.

Digitization of Education and Technological Advancement : An Overview

It is very worthy to note that we’re living in a technology-driven world. Since the internet exploded onto the scene in the ’80s and ’90s, became accessible to the average Nigerian student in the past decade, and eventually began to fit into our pocket with the development of smart phones, it is safe to say technology is on an upward trajectory, and it shows no sign of slowing down anytime soon.

Today, the internet dominates many aspects of our life. We’re so used to it that we don’t even think about all the areas it touches. It helps us communicate effectively in the academic institutions. We access our entertainment online. Whenever we have any question, from the most mundane to the most complicated, we ask the internet. (Asogwa, B.E. 2011).

There’s one facet of our life, however, where we might not often think about the effects of technology, and that’s the realm of education. This study examines how technology has found its way into the halls of schools across the country and around the globe, and all the ways technology has impacted in Nigerian Education system.

In many ways, education has not eminently improved in Nigeria. The traditional system of education is still in invoke. A teacher instructs a student or a group of students, who use their studies to learn to become members of society. A few will then go on to become teachers themselves, and pass their knowledge along to the next generation. Technology has come a long way in helping students conduct research, participate in debates and projects, and even gain hands-on experience that will help them better understand and navigate the world and their future careers. Some of the major advantages of digitizing of education by Ding, C.M (2000), include;

Greater Accessibility

According to Pandy, P, and Misra, R.(2014), students and teachers needed to be physically present in the same location for learning to take place. But recently with the introduction of technology in education, it allows for instant and convenient communication over great distances at the click of a button. Technology has impacted on education to the extent that there is a possibility of  online degrees . Established traditional schools in Nigeria now offer some of their courses online, while other schools have sprung up that operate entirely online, with students and teachers never once meeting face to face. In primary and secondary schools, this same technology allows for cyber-schooling, where children can complete their work from the comfort and convenience of home.

Online schooling such as these examples has helped immensely in  breaking down geographic barriers  that have long prevented many students from reaching certain educational institutions. And this has in turn contributed significantly in the general advancement of technology in Nigeria.

Increased Flexibility

The idea of flexibility due to the internet goes hand in hand with improved accessibility. Online classes have freed students from having to attend school at specified times, something that is often impossible due to work or family responsibilities. Instead, course materials are available online, and students have the freedom to study and complete classwork whenever their schedule permits.

Technology has opened the doors of education to many who might otherwise be unable to attend a traditional school. Anyone working full-time, for instance, will now be able to continue their job while getting an education. Parents with young children can also find opportunities to attend school (Unsworth, J. 2004).

Differing Interactions between Teachers and Students

With the development of online educational programs, the interactions between teachers and students have undergone a fundamental shift. There are advocates on both sides of this matter, with some saying this change is for the better and others saying it is for the worse. Perhaps the most helpful position to take is that this change is neither wholly negative nor entirely positive, and instead has both merit and demerit.

For example, because this interaction is online, class time is no longer students’ only opportunity to ask their teachers questions and request information. Instead, they can take advantage of emails, instant messaging, and texting to ask their teachers questions anytime, rather than having to wait for the next class, when the question is no longer fresh in their mind.

Advent of Online Testing

Along with online education comes the advent of online testing, which is hugely beneficial for a whole host of reasons. Foremost among those reasons is the fact that online testing is impartial and entirely fair. If a machine is grading the test and automatically correcting wrong answers, it’s impossible to show any signs of bias. Additionally, online testing can be an excellent solution for those who suffer from test anxiety and are distressed by taking tests in a room with a group of other people. Finally, it’s also much better for those with busy schedules, who may struggle to be at a testing center at a particular time.

Online testing isn’t without drawbacks, however. Most notably, it is only effective for multiple-choice tests, not for essay or short answer questions. Students can still take essay-based tests online, but a human teacher will need to evaluate.

Improved Ability to Meet Special Needs

In the past, a rigid classroom structure defined the world of academia. Each student had the same experience, no matter their differing needs or abilities. While some students could function well in this environment, others had unmet needs.

Technology improves a school’s abilities to meet the needs of all types of students. Now, students with hearing, speaking or seeing impairments, or those who are largely housebound, can still receive a quality education. Technological advancements can also meet the needs of students with intellectual, social, or developmental disabilities. No matter what a student’s unique needs may be, technology affects education for the better by improving our ability to create learning environments that work for all.

Availability of Online Learning Content

Learning used to take place exclusively in a classroom setting. Educational tools were either books or officially produced videos. One of the ways the Internet has changed education is by allowing anyone to share their knowledge with the world by publishing an educational blog post, e-book, or YouTube video.

The far-reaching benefit that comes out of this is that it makes it easier for anyone to learn.

Adaptability and Personalization

Educational spaces are becoming increasingly aware of the fact that what helps one student learn may be virtually useless to someone else, and what makes no sense to one student may be the only thing that clicks with another. Everyone’s brain works differently, and everyone has a unique learning style — yet, for many years, all those students read from the same textbook. With the introduction of technology in education, students can benefit from having a range of tools and learning technologies at their fingertips.

Digitization of education is a laudable project that encompasses the application of a wide spectrum of practices, including blended and virtual learning. Nevertheless, some hurdles impede its smooth operations especially in Nigeria; According to Asogwa, B.E. (2011), some of the challenges include;

Inadequate funding. Funding for the purchase and maintenance of modern and state-of–the–art digital equipment by the government remains a major constraint.

Erratic power supply

It is very unrealizable for computerization and digitization to take effect in an environment of epileptic power supply. The issue of power has become a national calamity. Thus it has to be given priority by any library aspiring to attain global visibility. Hence, all the institutions in Nigeria only depend on a generator for its power supply, and most often there is no light due to lack of diesel or generator breakdown which often hinders the digitization process.

Lack of Modern Infrastructure

Infrastructural facilities in most Nigerian academic institution are in a state of disrepair. Yaya and Adeeko (2016) observed that ICT department in these institutions lack modern computer systems; even the few available systems are being infected with a virus which makes them unfit for the digitization project.

Lack of skilled staff

Many academic staff lacks the basic computer training, not to mention specialized training required for digitization (Jagboro, Omotayo, and Aboyade, 2012). There is a need for continuous training to build academic staff capacity in equipment maintenance and software management. Also, digitization is a complex process which requires specialized skills. However, a good number of staff who may be involved in the digitization process in Nigerian academic institutions may not skilled as they do not possess adequate knowledge or competence in the handling of digitization equipment.

Digitization has no doubt changed our education system, but we cannot say that it has diminished the value of our old time classroom learning. Neither do we want something so priceless to turn into dust. The best part about the digitization of education in the 21st century is that it is combined with the aspects of both; classroom learning and online learning methods. Walking hand in hand both acts as a support system to each other, this gives a stronghold to our modern students. Digitization in education has also proved to be the right method for saving resources. Online examination platforms have restricted the frivolous usage of paper, directly confining the cutting down of trees. This way the digitization of education industry in the 21st century proves to be a boom to our societal technological advancement.

Anunobi, C.V, and Onyebinama, C.O.(2011). ETD initiatives in Federal University of Technology Owerri (FUTO): successes, challenges, and prospects. Proceedings of the 14th international symposium on Electronic Theses and Dissertations, 13-17 September 2011, Cape Town South Africa. South Africa National Research Foundation.

Asogwa, B.E. (2011). Digitization of archival collections in Africa for scholarship communication: issues, strategies, and challenges. Library Philosophy and Practice. Retrieved from http://www.webpages.uidaho.edu/~mbolin/asogwa.htm

Carr, R. (2000). The future of libraries and collections. Keynote address to the Fiesole Collection Development retreat, Oxford, 20 July 2010.

Ding, C.M. (2000).Access to digital information: some breakthrough and obstacles. Journal of Librarianship and Information Science 32(1)

Fabunmi, B.A; Paris, M; and Fabunmi, M.(2009).Digitization of library resources: challenges and implications for policy and planning. International Journal of Africa and African American studies 5(2): 24-36

Jagboro, K.O; Omotayo, B.O and Aboyade, W.A. (2012). Digitization of library collection in developing countries: the Hezekiah Oluwasanmi LibraryExperience. Library Philosophy and Practice: 1-11

Johnson, (2012). Importance of digitization of library materials. SRELS Journal of information management 47(1): 61-70 Kumar, V.R. (2016). A study of challenges and opportunities for academic libraries in migrating to e-resources. International Journal of Digital Library Services 6(3)85-94. Retrieved from http://www.ijodls.in/uploads/3/6/0/3/3603729/85-94.pdf

Yaya and Adeeko (2016), Globalization and ICT in Academic Libraries in Nigeria: The Way Forward. Library Philosophy and Practice,

Pandy, P, and Misra, R.(2014). Digitization of library materials in academic libraries: issues and challenges. Journal of industrial and intelligent

information 2(2): 136-141. Retrieved from http://www.jiii.org/uploadfile/2014/0113/20140113034520805.pdf

Stefano, P. De. (2001). Selection for digital conversion in academic libraries. College and Research Libraries 62(11):58-69.

Unsworth, J. (2004). The value of digitization of libraries and humanities scholarship: An Innodata Isogen symposium Newberry library, May 17, 2004.

2021 Association for Digital Education and Communications Technology Conference Proceedings Copyright © by Onyia, Mary N. (Ph.D.). All Rights Reserved.

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Faculty of Education

M.ed admin and planning.

The aim of the master’s program in Educational Administration and Planning is to become a center of excellence in educational administration, educational policy development and school management by promoting advanced level of teaching and research. Within this framework the program aims:

To build students’ knowledge and understanding in the field of educational administration and planning, school leadership and management, educational policy development and some other allied disciplines,

To build the capacity of the students to design and carry out research in various domains of educational administration and planning and allied disciplines

The minimum duration of M. ED in Educational Admin & Planning is three semesters and a maximum of six semesters. The program accepts students with a good honors degree in education and specialized areas from recognized universities. Students have to successfully complete all the compulsory courses, some of which are research, statistics and practicum, two elective courses and one thesis preparation/ project course. Students who complete the coursework carry out a research as their masters’ thesis, and graduate from the program by successfully defending it.

Admission Requirements

Entry Requirements:

Applicants for M. Ed Educational Administration and Planning Degree will be required to have either or both of the following:

• a good honour degree in Education (Arts, Languages, Sciences, Social Sciences) and specialized areas, such as Educational Management, Guidance & Counselling, Library and Archival Studies, Adult Education, Special Education and so on.
• a good honour degree in pure Arts, Languages, Sciences or Social Sciences plus a Postgraduate Diploma in Education (PGDE or PGTED) or NCE;
• All qualifications must be from recognised Universities.

Graduation Requirements

The minimum duration of M. ED in Educational Admin & Planning is three semesters and a maximum of six semesters. Students who complete the coursework carry out a research as their masters’ thesis, and graduate from the program by successfully defending it.

A Minimum of 15 Courses (consisting of all the 13 Compulsory courses and 2 Elective courses); Total Maximum Credit Units = 37 and Minimum of 30 Credit units.

The M.Ed Admin & Planning programme offers the following courses:

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The National Universities Commission (NUC) approved the commencement of Postgraduate Degree programmes at Bells University of Technology, Ota in 2013, having satisfied the requirements of the NUC.

The Postgraduate School was however, established with the mandate to organize and facilitate teaching and research studies through prescribed University programmes . Hence, postgraduate studies for Diploma (PGD) and Masters degrees began in 2013/2014 Academic Session. Furthermore, in February 2015, approval was given by the NUC for the commencement of postgraduate degree programmes in the College of Management Sciences. Consequently, new postgraduate programmes including Master of Business Administration (MBA) and M.Sc. degree programmes in Management Sciences commenced in the 204/2015 Academic Session.

In keeping with the University Mandate, the Postgraduate School of Bells University of Technology, Ota has the following objectives:

• To serve as an advocate for postgraduate education within and outside the University;
• To establish both policies and procedures for graduate-level learning of the highest quality.
• To foster and facilitate interdisciplinary/intercollegiate Postgraduate Programmes and research activities.
• To initiate and maintain an intellectual environment that values and supports creative, scholarly and scientific inquiry; and
• To serve the nation’s call for a well-educated and professionally trained work force.

The Postgraduate Schools has a Board which is responsible to the Senate for ensuring high quality postgraduate programmes in the University.

Applications are hereby invited from suitably qualified candidates for admission into postgraduate programmes.

Candidates for admission into the Higher Degree and Diploma programmes shall normally be graduates of Bells University of Technology, Ota, or any other institutions recognized by the Senate of Bells University of Technology, Ota. Such candidates must, in addition to possessing the basic O’level matriculation requirements of the University, satisfy the general regulations governing postgraduate studies. Admission shall be made by the Postgraduate School on the recommendations by appropriate Departmental and College Postgraduate Committees.

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The Postgraduate School,

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