E-Learning and It’s Challenges

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E-learning can be described as a program or learning experience that is offered electronically. It can include support for performance content. Many elements could be included in an e-learning course like live or pre-recorded lectures videos, quizzes, simulations, games, exercises, and other interactive elements.

Be aware that you could also use the term “e-learning” more broadly as a term that encompasses all electronic learning material. Even though the ATD style uses a hyphen to spell, you might also find it spelling either eLearning or e-learning. The majority of e-learning courses are run and managed by an online Learning Management System (LMS). As the author Steven D. Foreman notes in his LMS Guidebook, an learning management system is “a multiuser software application, usually accessed through a web browser.

It helps organizations manage training events, self-paced courses, and blended learning programs. It provides automation that replaces rigorous and expensive manual work, saves time, and enables you to organize your content, data, and learners. It tracks and reports on training activity and results.”

The use of online learning is increasing. For example, in ATD’s 2025 State of the Industry Report, technology-based learning techniques, including e-learning, accounted for 56 percent of the learning hours used in 2019.


E-learning is the internet-based delivery of knowledge. It is also described as combining learning and technology (Okah 2009; Okah, 2010). It’s an instruction delivered using solely digital technology, such as CD ROM, and the internet and private network (Landon and Landon and Landon, 2010). E-learning is also defined as the internet-based delivery of information to aid in education, training, or knowledge management (Turban and co (2010)) or administration of performance (Okah and others 2011).

The world’s governments play an essential part in establishing, financing, and controlling ICT infrastructure and expanding internet connectivity. As a result, ICTs are crucial to the modern educational advancement of any country.

In the last few years, almost every person in the industrialized world has access to ICT and is now computer-literate. Additionally, the constant advancements in information technology have allowed the creation of a distributed structure for knowledge transfer with the design of e-learning. The developing nations have embraced ICT and, consequently, e-learning to keep up with the speed of light in the field of technology. The use of information and communication technologies across Nigeria and African countries, in general, is growing and is rapidly increasing.

Because e-learning platforms allow students to study at their speed, they are more practical than in-person courses. Turban et al. (2010) emphasize the flexibility of online learning, stating that students may go back to lectures from earlier without affecting the learning rate of the other students. Communities and forums built around huge open online courses (MOOCs) enhance the flexibility of these e-learning courses (UNESCO and COL 2012).

The most frequent challenges to implementing e-learning in Nigerian universities are the attitude of management to electricity supply issues across Nigeria and the absence of ICT programs into teacher training courses at the fundamental levels of education.

Insufficient technical infrastructure The infrastructure of the technological sector in the developing world isn’t well-developed. This means that phone lines and Internet connections aren’t reliable or slow because of the small bandwidth.

Lack of know-how: There are a small number of tech-related staff at most universities to support this system. Insufficient or unskilled personnel is a barrier to the utilization of ICT within higher institutions.

Financial limitations: In the poorer countries, the price of ICT equipment is an obstacle to reaching a large population and ensuring that everyone can afford the service. In addition, misappropriation of funds is a part of the issue.

Internet connectivity The cost of accessing online in Nigeria is quite high. Therefore, many students are unable to finance. But, the government needs to consider making Internet connectivity a top priority for higher education to take advantage of the promise and possibilities ICTs provide.

In general, understanding is inadequate among the populace, especially parents, about the advantages of online learning. A lot of parents believe that traditional education is superior. Given this, a majority of online learning facilities are in use at the majority of Nigerian universities; however, they are not sufficient due to a large number of students within our state and federal universities; however, the majority of private universities have been able to introduce e-learning at an acceptable standard, that is commendable for the Nigerian education administration. However, based on the comments, there is a lack of power.

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