SOLSTICE Conference 2015
Using Digital Technologies to Enrich Classroom Interactions in
Higher Education: Experimental Observations from FUNAAB
O. E. Fapojuwo, B. S. Sotiloye, R. R. Aduradola, H. A. Bodunde
and B. I. Akeredolu-Ale
Federal University of Agriculture, Abeokuta (FUNAAB), Nigeria
kemifapojuwo@gmail.com
4th & 5th June 2015
Introduction
 ICTs have become a fundamental part of our everyday lives in this
technological age (Aborisade, 2012:16).
 ICT is a multi-dimensional concept.
 ICT can be viewed in four different ways or conceptualised in four
different ways namely:
• tools view
• computational view
• ensemble review, and
• proxy view (Harindranath and Sein 2004).
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 Electronic communication technology has become a fixture in many homes
around the world, and its influence has permeated all facets of our lives,
including educational settings.
 Digital technologies are electronic tools, systems, devices and resources that
generate, store or process data:
• social media
• online games and applications
• Multimedia
• PowerPoint
• productivity applications
• cloud computing
• interoperable systems
• mobile devices
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 Digital Technologies - facilitate digital learning which is
defined as any type of learning that is facilitated by technology
or instructional practice that makes effective use of
technology.
 - takes place across all learning areas and domains
encompassing the application of a wide spectrum of practices
including:
• blended and virtual learning
• accessing digital content
• local and global collaboration, online reporting and
assessment and using technology to connect, collaborate,
curate and create.
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 According to Aborisade 2012:16 :
 In order to nurture a generation of lifelong learners, 21st century workers
and global citizens, teachers need to be versatile and proficient in digital
and information technologies.
 ICTs provide valuable tools to improve teaching and learning.
 For teachers, ICTs provide a professional resource and mode of course
delivery that takes advantage of all known learning modes, especially
when combined with traditional face-to-face teaching.
 For students, ICTs provide opportunities to interact more effectively and
to develop communicative and literacy skills
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 All over the world, the concern is very high on the impact that
electronic communication especially ICTs and PowerPoint are having
on development of teaching and learning techniques in general.
 This presentation is on the use of digital technologies (ICTs)/
electronic communication to enrich classroom interaction/ facilitate
learning and teaching focusing on the need to harness its benefits.
 It draws evidence from our local good practice, at FUNAAB, in eLearning that has enriched the English language learning experience
of our students and stepped down to Agricultural Administration and
Home Science courses.
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The e-learning Experiments at FUNAAB
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8
Background Information
 FUNAAB (the Federal University of Agriculture, Abeokuta, Nigeria), is
a practical and application-oriented university offering degree
courses in Agriculture, Natural Sciences, Engineering, Veterinary
Medicine, Environmental and Management Sciences.
 It is a third-generation institution in Nigeria, as it was established in
1988.
 At FUNAAB, a typical degree course has the duration of eight
semesters, and generally, the fifth and sixth semesters are devoted
to industrial attachment and farm practical.
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 the experience/ report from Aduradola and Bodunde 2011 in the teaching of
Use of English (GNS 101) and Writing and Literacy Communication (GNS 201)
for four consecutive sessions, 2009/2010 to 2012/2013 using digital
technologies/ ICTs.
 Students were grouped into a size of 10-15
 with increased student population, the group size increased to 20-25 subject
to student’s departmental affiliation
 The awareness raising aspect of the Courses was done as a means of
introducing students to the courses syllabi and the mode of operation for
teaching and learning interaction.
 these activities involved the Course lecturers giving practical and task-based
examples, encouraging discussions through drills, question and answer
sessions and use of mobile devices to demonstrate to students that for
communicative competence to be achieved
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 this experience/experiment was stepped-down in the
teaching of Training and Development (AAD 507) and
Household Resource Management (HSM 207)
 the students were grouped into a size of 12-15 and each
group was given topics on the courses taught
 the groups were engaged in presentations, discussions using
digital technologies especially PowerPoint and other class
members asked questions on the different topics and there
was interaction among class members for better
understanding of the courses
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Objectives of the Study
 The general objective set for the experiment is to improve the classroom
interactive ability of the learners using digital technologies.
 The specific objectives include the need to:
• determine students accessibility to digital technologies
• identify learners reasons for using digital technologies
• determine their frequency of use of these digital technologies
• assess students experience in using digital technologies
• determine the benefits of using digital technologies to the students
• promote individualised and interactive learning, and
• manage of large classes
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 The mode of operation (adapted from Aduradola and Bodunde 2011) included:
• the division of course syllabus into topical units to cover students’
groupings;
• members of each group went online and consulted books and journals for
information on their topics;
•
responsibilities were shared among group members;
• pieces of information were collated on the given topics;
• sourced information
presentation;
were
prepared
into
PowerPoint
for
group
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• any member of the group was called to make the group presentation
or group assigned responsibilities were adopted;
•
three to five groups presented per lecture period of 1-2 hours per
week;
• observations and comments based on presentations were made by
class members;
• presenters were challenged on their presentations;
• comments and questions were harvested for students response and
lecturer’s feedback;
• any of the presenting group members was called to provide answers,
explanations or solutions to the questions or issues raised; and
• Course lecturers explained difficult and confusing areas.
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15
16
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 Observations by the Course Lecturers
• Students participated actively in information sourcing, preparation of
presentations and followed the slide presentations keenly;
• Students’ interest in the two courses, AAD 507 and HSM 207, was
positive;
• Active participation of 85.0 % of the class members was recorded;
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• PowerPoint presentations enhanced the art of public speaking
thereby removing stage fright/fear from students;
• Most of the presenters presented with partial reliance on the
prepared slides;
• All the group members participated in the presentations, question
harvesting and discussions; and
• Few students that failed to contribute and participate were scored
low.
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 Reflections made by the Students about the Methodology
• The students admitted that they were challenged and highly motivated to
participate in preparing for the presentation. Initially, and as was observed
during the Communicative Skills classes, they perceived the method as
tedious but after a couple of presentations, they were fostered.
• Since any of the group members could be beckoned on to make the
presentation everyone was well-prepared. The methodology can be said to
encourage collaborative and individual learning thereby aiding selfdevelopment and self-confidence.
•
From their presentations, it was obvious they were able to retain what
they read and presented.
• The projection of the presentations through the PowerPoint medium made
the presentations accessible to other members of the class thereby
facilitating understanding and assimilation.
• A positive transfer of knowledge and learning methodology from other
courses (GNS 101 and GNS 201) to AAD 507 and HSM 207 was experienced.
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 Challenges and Results of the Study
• epileptic power supply, which sometimes hindered the use
of PowerPoint presentations thereby causing occasional
discouragement among students and teachers.
• majority of students do not have personal computer thus
inhibiting their accessibility to electronic devices.
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Table 1: Personal Characteristics of respondents
HSM
Frequency (%)
AGAD
Frequency (%)
Total
Frequency (%)
11(18.0)
45(73.8)
5(8.2)
19years
2.5
2(3.2)
15(24.2)
45(72.6)
23years
2.8
13(10.6)
60(48.8)
50(40.7)
21years
2.6
Sex
Male
Female
18(29.5)
43(70.5)
42(67.7)
20(32.3)
60(48.8)
29(51.2)
Educational Status
SSCE
OND/NCE
45(73.7)
4(6.6)
52(83.7)
2(3.2)
94(76.4)
7(9.8)
Academic Level
200
500
61(100.0)
-
62(100.0)
61(100.0)
62(100.0)
Variable
Age (Years)
Less than 19
19-22
23 and Above
Mean
SD
Source: Field Survey, 2015
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Students’ literacy, skills, ownership and
accessibility to ICT use
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Table 2: Accessibility to Digital Technologies
 Majority (94.3%) of the students are computer literate
 56.9% have good ICT skill rating
(This has positive implication for classroom interaction and will encourage student
learning. Also high computer literacy level will enhance the use of digital technologies
(PowerPoint) in classroom teaching and learning situations.)
 More than half (57.7%) of the students owned their own laptops
(Which made it easier for them to interact and learn better. Using this digital
technologies enables them to work independently on their own at home in order to
organise learning materials thereby enriching classroom interactions.)
 About 35.6% of the students have access to ICT (PowerPoint) mainly through their
friends/ roommates
(Which they admit enhance interaction among them thereby encouraged collaborative
and individual learning which aid their self-development and self-confidence.)
 Majority of the students were familiar with and use Microsoft Office Word package
(92.7%), Microsoft Excel (52.8%) and Microsoft PowerPoint (48.0%) in their
classroom interactions.
(This asserts the findings of Weimer 2012 and Hill et al. (2012) that PowerPoint helps
students with learning, course content organisation and note taking.)
Figure 1: Types of Digital Technologies Owned
HSM
Frequency (%)
AGAD
Frequency (%)
Total
Frequency
(%)
Yes
No
57(93.5)
4(6.6)
42(67.7)
20(32.3)
116(94.3)
7(5.7)
ICT Skill rating
Very Good
10(16.4)
12(19.4)
28(22.6)
Good
Average
Fair
32(52.4)
14(23.0)
5(8.2)
39(62.9)
10(16.1)
1(1.6)
70(56.9)
24(19.5)
1(0.8)
Variable
Computer
Literacy
Figure 2: Place of Access to Computer
Figure 3: Computer Application Respondents are
Familiar with
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Frequency of Use and Reasons for
using Digital Technologies
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Table 3: Experiences of Using Digital Technologies
Variables
I have a very good
experience of using
Digital technologies
HSM
Frequency
(%)
21(34.4)
I did not have very strong
30(49.1)
experience of using
computer
I had heard/read about
4(6.6)
digital applications but I
had never practiced it
I am new to computer
use
6(9.8)
AGAD
Frequency
(%)
30(48.4)
Total
Frequency
(%)
66(52.9)
28(55.2)
44(35.8)
2(3.2)
6(4.9)
2(2.2)
8(6.5)
 Most (52.9%) of the students claimed they have a
very good experience of using digital technologies
(PowerPoint) and they often use it (51.0%).
 Majority also indicated that they use digital
technologies (PowerPoint) to reorganise information
(76.4%), aid learning (75.6%), make inferences
(73.2%), make evaluative comments (68.3%) and
locate new ideas (65.0).
(This finding corroborates Jones 2003; Aduradola and
Bodunde 2011; Aborisade 2012 and Akeredolu-Ale et
al. 2014 who reported that PowerPoint enriches
students’ learning experience in the classroom.)
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Figure 4: Uses of Digital Technology
Figure 5: Frequency of Use of Digitalized Technology
Table 3: Experiences of Using Digital Technologies
Variables
I have a very good
experience of using
Digital technologies
HSM
Frequency
(%)
21(34.4)
I did not have very strong
30(49.1)
experience of using
computer
I had heard/read about
4(6.6)
digital applications but I
had never practiced it
I am new to computer
use
6(9.8)
AGAD
Frequency
(%)
30(48.4)
Total
Frequency
(%)
66(52.9)
28(55.2)
44(35.8)
2(3.2)
6(4.9)
2(2.2)
8(6.5)
 Most (52.9%) of the students claimed they have a
very good experience of using digital technologies
(PowerPoint) and they often use it (51.0%).
 Majority also indicated that they use digital
technologies (PowerPoint) to reorganise information
(76.4%), aid learning (75.6%), make inferences
(73.2%), make evaluative comments (68.3%) and
locate new ideas (65.0).
(This finding corroborates Jones 2003; Aduradola and
Bodunde 2011; Aborisade 2012 and Akeredolu-Ale et
al. 2014 who reported that PowerPoint enriches
students’ learning experience in the classroom.)
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Benefits of Using Digital Technologies
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Table 4: Benefits of ICTs in Enhancing Respondents’ Academic Skills
Variable
My use of the ICTs as a platform for learning has improved my academic skills
My use of the ICTs for interacting with my teachers has improved my academic
skills
My use of the ICTs for interacting with my peers has led to an improvement in
my academic literacy skills
The potentials offered by ICTs for interacting with my teachers is immense
The potentials offered by ICTs for interacting with other learners is immense
The face-to-face instruction that I received from my teachers increased my
awareness of academic skills
The face-to-face instruction that I received from my teachers increased my
knowledge of academic skill
The face-to-face instruction that I received from my teachers enhanced my
performance in the test of academic skill
ICT is a useful platform for learning
Use of ICTs has increased my awareness of academic literacy skills
Use of ICTs has increased my knowledge of academic literacy skills
Use of ICTs has increased my performance in test of academic literacy skills
The ICT is a good platform for learning from my teachers
The ICT is a good platform for learning from my peers
The ICT is a good platform for learning from sources such as learning sites
SA
44(35.8)
A
74(60.2)
TOTAL
SD
3(2.4)
D
1(1.1)
U
1(1.1)
29(23.3)
63(51.2)
16(13.0)
5(4.1)
10(8.1)
36(29.3)
65(52.8)
8(6.5)
5(4.1)
9(7.3)
37(30.1)
30(24.4)
27(22.0)
70(56.9)
58(47.2)
69(56.1)
6(4.9)
2(1.6)
10(8.1)
1(1.6)
7(5.7)
12(9.8)
9(7.3)
9(7.3)
5(4.1)
46(37.4)
65(52.8)
4(3.3)
7(5.7)
1(0.8)
48(39.0)
62(50.4)
8(6.5)
2(1.6)
3(2.4)
45(36.6)
55(44.7)
40(32.5)
41(33.3)
37(30.1)
36(29.3)
42(34.1)
57(46.3)
53(43.1)
62(50.4)
61(49.6)
66(53.7)
67(54.5)
69(56.1)
9(7.3)
5(4.1)
15(12.2)
4(3.3)
6(4.9)
4(3.3)
3(2.4)
8(13.0)
3(2.4)
5(4.1)
8(6.6.)
5(4.1)
9(7.3)
7(5.2)
4(3.3)
7(5.7)
1(0.8)
9(7.3)
9(7.3)
7(5.7)
2(1.4)
 The most important benefits of using digital technologies reported by the students include:
• improved academic skills (96.0%)
• Ability to make evaluative comments and contributions to the course (95.4%)
• good source of learning from other relevant sites (90.0%)
• making inferences from different topics (88.6%)
• reorganising concepts, ideas, definitions and information on courses studied (87.7%), and
• better understanding of the courses (87.0%)
 corroborated by Jones (2003) that the use of PowerPoint improves clarity of presentations, improves
structures of lectures. Amongst many other benefits, it encouraged active note-taking based on the
course outlines/ headings thereby enhancing better understanding of the courses.
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Conclusion
 Digital technologies (PowerPoint) are excellent aids for presentation to
facilitate teaching and learning
 provided that each presentation is considered from an instructive,
educational, academic/pedagogical viewpoint bearing in mind class size
and different ways in which students learn to avoid passivity of
students in classroom interaction
 When used appropriately and based on the creativity of the user,
PowerPoint is a flexible tool to improve and facilitate the development
of interactive teaching and learning among faculty members and
students.
 The concise nature of Powerpoint is beneficial to students as they are
able to take in the points presented.
 It should also involve students’ participation in its preparation and
during presentation in the context of learning as a form of preparation
for class rather than only as reading materials after the class.
 Also access to presentations should be provided in advance of classes
so as to encourage preparative viewing and reading to facilitate class
interactions.
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Thank you all for your attention
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