Institutional and Demographic Influences on the Use of Online Teaching Platforms among University Lecturers in South-West, Nigerian
DOI:
https://doi.org/10.64348/zije.2026440Abstract
This study examined the institutional and demographic influences on the use of online teaching platforms among university lecturers in Nigerian universities, with emphasis on organisational conditions and individual characteristics. A descriptive survey research design was adopted. The population comprised lecturers in selected public universities in Southwest Nigeria, from which 320 respondents were selected using a multistage sampling technique. Data were collected using a structured questionnaire which was validated by experts with reliability coefficient of 0.88 using Cronbach’s alpha. Data were analysed using descriptive statistics and multiple regression analysis at 0.05 level of significance. Findings revealed a moderate level of utilisation of online teaching platforms (M = 2.86). Institutional factors such as ICT infrastructure (M = 3.21), administrative support (M = 3.05), and staff training (M = 3.18) significantly influenced usage. Demographic variables including age (β = -0.27, p < 0.05), teaching experience (β = -0.22, p < 0.05), and digital literacy (β = 0.44, p < 0.05) significantly predicted utilisation, with digital literacy emerging as the strongest predictor. The study concluded that both institutional and demographic factors jointly influence lecturers’ use of online teaching platforms. It was recommended that universities strengthen ICT infrastructure and design inclusive digital policies.
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