ENHANCING E-LEARNING IN TERTIARY INSTITUTIONS IN NIGERIA: A STUDY OF THE COLLEGE OF EDUCATION, AKWANGA, NASARAWA STATE

Abstract

This study examines the implementation, effectiveness, and enhancement strategies of e-learning at the College of Education, Akwanga. A mixed-method approach was employed involving surveys and interviews with 300 participants. The results show that males constituted 53.3% of respondents, while females accounted for 46.7%. Regarding ICT proficiency, 36.7% were beginners, 45% had intermediate skills, and 18.3% were advanced users. WhatsApp had the highest availability (85%) and functionality (72%). A majority of students and staff have access to mobile-based tools, but access to formal LMS and stable internet remains limited. E-learning is perceived positively in terms of flexibility, accessibility, and skill acquisition. The key challenges include inadequate infrastructure, low digital literacy, inconsistent power supply, and a lack of clear policy direction. Respondents suggest institutional investment, training programs, blended learning, and government support as essential strategies. E-learning holds great potential for enhancing access to quality education in Nigerian tertiary institutions. However, at the College of Education, Akwanga, its implementation remains limited due to infrastructure gaps, inadequate policy, and poor digital literacy among stakeholders. The study recommended that the college should invest in reliable internet infrastructure, possibly through public-private partnerships. Solar energy systems and inverters should be installed to address power supply challenges, ICT labs should be equipped and expanded to accommodate digital learning, and regular digital literacy training should be organized for lecturers and students.