Collaborative Learning Tools and Postgraduate Studies in Nigerian Universities
DOI:
https://doi.org/10.64137/31079458/IJCSEI-V1I2P102Keywords:
Collaborative learning tools, Postgraduate studies, Students, Nigerian universities, Technology adoptionAbstract
This paper analyzed how postgraduate students use collaborative learning tools in Nigerian universities and how effective the tools are, the challenges and benefits of using the tools and the institutional considerations that drive the use and sustainability of collaborative learning tools. Team learning tools like learning management systems, video conferencing systems, document sharing editors and online discussion forums have become part of contemporary education, especially in the area of improving supervision, research collaboration and peer learning among postgraduate learners. The results indicate that collaborative learning tools have a great potential to contribute to academic engagement, foster research collaborations, and access learning materials without any geographical constraints. They promote more adaptable and open forms of learning, enhance the efficiency of supervision and reinforce academic networks across institutional boundaries and beyond. Nevertheless, they are hindered by some challenges, such as low internet connectivity, lack of proper digital infrastructure, low technology competence among the staff and students, and lack of clear institutional policies to direct the integration of technology. Moreover, the unwillingness to change due to the old-fashioned supervision methods and the lack of administrative support also restricts their successful implementation. ITC investment, digital literacy programme and policy framework were found as key determinants of successful and sustainable implementation. Universities that have an organized e-learning policy, adequate funding and capacity-building projects are more likely to achieve high adoption rates and more productive postgraduate outcomes. The research proposes improvement of ICT infrastructure, periodic digital literacy training, institutional incentives for technology integration, and the institution of monitoring structures to determine the effect of collaborative tools in postgraduate learning.
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