Academic journal article Asian Social Science

Influence of Gender and Attitude of Pre-Service Teachers towards On-Line Instruction in a Selected University in South-Western Nigeria

Academic journal article Asian Social Science

Influence of Gender and Attitude of Pre-Service Teachers towards On-Line Instruction in a Selected University in South-Western Nigeria

Article excerpt

Abstract

The study examined the influence of gender and attitude of pre-service teachers on habitual use of online instruction in Faculty of Education at Obafemi Awolowo University, Ile Ife, Nigeria. The sample size of 300 part two Education students (150 males and 150 females) was used as sample for the study. Data were collected using 12 items structured questionnaire. The reliability of the questionnaire was determined using Cronbach Alpha and a reliability coefficient of 0.86 was obtained. The results showed that gender was a significantly factor in the usage of online learning. It was also revealed that female Education students showed higher habitual use of online learning than the male student's teachers. The results also showed that gender significantly influenced attitudinal constructs. Female pre-service teachers were found to have higher habitual use. It was therefore concluded that gender was a determinant factor in the use of online instruction. Not only this, student's actual usage was determined by their perceived ease of use and usefulness.

Keywords: gender, online pedagogy, divergence, attitude, teacher education and techno-phobia

1. Introduction

The United Nations declared 2005 to 2014 as the United Nations' Decade of Education for Sustainable Development (ESD). With this declaration, teacher education will continue to attract attention in the implementation of this goal because teachers are very important in the attainment of the UN declaration on education for sustainable development. In order to achieve the above; there is need for a shiftin teaching from the old conventional teacher-centered to student-centered approach. Approach to learning should also change from the old passive learning to active and collaborative learning using online /World Wide Web and technology supported learning. These modes of learning should equally adopt the constructivist and collaborative learning theories. Constructivist and collaborative learning help students to develop the necessary skills required for self-supported study. Learner's sex and their individual differences must also be given attention. A gender-inclusive teaching method is desired to develop understanding and respect for learner participation and success in learning (UNESCO, 2001). Mainstreaming and gender factors are important factors that must be considered in any online/technology enhanced learning. The Learning experiences of the female and male must also be considered. This is necessary because it is an integral part of the design, implementation, monitoring and evaluation so that both sexes can benefit equally. The issue of gender divergence and attitude, psychological and social aspects of online learning environment would be a positive step towards mainstreaming a gender perspective.

2. Literature Review

Online learning according to literature presents new options, new possibilities and indeed opportunities for learning especially in Africa. Online instructional resources have come to play a central role in education (Wu & Hwang, 2010). This is referred to as digital revolution and the new revolution is becoming universally accepted at all levels of education. It is not only teachers that find online learning useful but also majority of the students, who sees online learning as a creative and better substitute to the overcrowded traditional lecture method of instruction .According to literature, students see online learning as a compliment to conventional classroom teaching techniques. To them, online education is more efficient more extensive, interesting, compelling, informative and accessible than the conventional teaching techniques (Gigurovic, 2010). Online instruction is an approach that facilitate and enhance learning through both computer and communication technology Such devices include CDROMs, games and simulations, Wikis, collaborative softwares, classroom management softwares, PDAs, mobile phones discussion forum, blogging etc(Van-Ejil, Pilot & De-Vologda, 2005). …

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