Investigating co-opt technologically enhanced classroom teaching into

Investigating the application of virtuallearning management systems as training aides for Nigerian Bank employees           IntroductionTheproliferation of learning management systems (LMS) use in educationalinstitutions is on the rise with many Universities and Colleges in the UK andother Western countries adopting some type of system to enhance the learningexperience (Bozkurt et al.

, 2015).Apart from its purely learning goals, LMSs help to address other operationalproblems such as high operational cost and needs of a distributed studentpopulation.  The functionality andsuccess of LMS adoption is dependent on how well it attains its objectives. Asthe needs of individual students, courses and institutions may vary, LMSsusefulness/efficiency is contextually determined by the aims of adoption by thecustomer and perception/attitudes of ‘evaluators’ of the system i.e. studentsand/or instructors (Taris et al.,2003; Lameras et al.

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, 2008). Learningmanagement systems may be used to achieve different learning goals and arebroadly classified as ancillary and integrated functions. Whileits ancillary uses include everyday uses of VLEs in these developed educationalsystems include syllabus distribution, quizzes and learner collaboration. TheHigher education environment in developing countries such as Nigeria is lesssophisticated. University courses are largely classroom based and withouttechnological classroom aides. While a few private universities co-opttechnologically enhanced classroom teaching into their curricula; limitedfunding, poor internet connectivity and necessary expertise limit theiradoption (Saleh et al., 2011). Theprivate financial institutions on the other hand are more technologicallysavvy.

Well developed human resource management units strategically identifyorganizational learning needs and solutions to meet demand (Njuki et al., 2013). Identification of theselearning needs and preferring cost effective solutions with minimal disruptionto operations has encouraged them to adopt virtual learning management systems.Mode of use/extent of LMS adoption differs from one institution to another.

Different models of use have been identified in studies with some of the mostcommon options being technologically enhanced tradition; hybrid and exclusiveonline models (Arabasz et al. 2003;Malikowski et al., 2007).VirtualLearning Environments (VLEs)A virtual learning environment is an online platform for students tointeract with tutors and learning materials.

In order to equip learners withthe skills necessary to excel, most educational institutions provide a virtuallearning environment where learning materials in various formats like powerpoint slides, videos and audio are provided to learners. Though the conceptbehind virtual learning environments is similar to computer aided instruction,it is broader than computer aided instruction (CAI) because interaction/improved communication has been added to the previously static computer aidedinstruction thereby making it possible for flexibility. Virtual learningenvironments do not only benefit the students but also assist tutors to gettheir work done in a more organised way (Lingard, 2007). Virtual learningenvironments have also been used to support more personalised learningexperience (Severance et al., 2008).The resulting learning management systems utilised virtualization technology toprovide customised learning to their ‘students’. Examples of commerciallyavailable LMSs are Blackboard and Moodle.BehaviouristlearningBehaviourist learning theory is premised on the assumption that alearner is passive and will respond to external stimuli without recourse tointernal cognition.

The original clean slate of the learner is moulded bypositive and negative reinforcements. This is to say positive outcomes will berepeated while negatives will encourage resistance (Burton-Jones et al., 2005). Criticised for beingsimplistic in Burton-Jones et al.(2005), others argue that it applies to the simple form of VLE use observed intransmitting course content.

“Behaviorism is bestsuited for tasks that require low cognitive processing and learners with lowlevels of task knowledge” (Malikowsky etal., 2007).This study attempts to conduct a balanced and exploratory inquiry intohow well Nigerian banks achieve both technical and learning management goals.

It investigates the use of a virtual learning management tools in transmittingcourse content to employees. It also seeks to explore their other uses withinformal/official and unofficial contexts. Aim and objectivesAimThe discussion above informs the aim and objectives of the study.Research aims to investigate the application of virtual learning managementsystems by Nigerian bank employees


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