Assessment of Digital-Technology Skills on Long-Distance Learning among Educational Technology Postgraduate Students in Tai Solarin University of Education, Ijagun, Ogun State, Nigeria
DOI:
https://doi.org/10.64348/zije.2025154Abstract
The study was an assessment of digital-technology skills on long-distance learning among Educational Technology Postgraduate students in Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. Three research questions guided the study. A descriptive research design of survey type was used. The population for this study comprised of all Educational Technology postgraduate students in Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. Only 30 Educational Technology postgraduate students were selected as sample size using purposive sampling technique. Researchers developed questionnaire; titled: students’ Digital Technology Skills and Effective Long-Distance Learning Questionnaire (DTSELLQ) was used for data collection with reliability coefficient (r = .90). Mean and standard deviation were used for analyzing research questions 1, 2 and 3 while research question 4 was answered using Pearson Product Moment Correlation (PPMC). The findings of the study revealed that information and data literacy, communication, collaboration, content creation and safety and problem-solving were among germane students’ digital technology skills needed for effective long-distance learning. Technical difficulty, inadequate access to technology, unreliable internet connectivity, lack of face-to-face interaction and reduction in student engagement and difficulties in building a strong learning community were among the issues facing effective long-distance learning. There was relationship between students’ digital technology skills as determinants for effective long-distance learning. It was recommended that there should be effective mechanism to overcome the challenges associated with mastering digital literacy skills among students in tertiary institutions.
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