Web-Based Tools and Effective Delivery of Distance Learning for Tertiary Education in Nigeria
Bibliographic record
Abstract
Nigerian Universities cannot admit more than a quarter of candidates seeking places in the Universities.There is, therefore, the need for evolving an alternative means of providing University education for this marginalized group.The paper dealt with the form Distance Learning should take in this regard and the media that can be utilized.There are avalanche of web-based tools that can be effectively used to enhance communication, demonstrate concepts in interesting way, get other teachers' opinions about teaching issues, help students develop team work skills, and learn the use of internet responsibly, manage students records, enhance participation and assignments; improve students' writing and research skills; motivate students to learn; create websites, send e-newsletters, and write collaborative documents with colleagues or students.These web-based tools include on-line forums, chats, conference management, learning management system, mailing list, weblog, simulation, collaborative management, on-line survey; wiki; webquest; school management; picture management; and content management system.Despite the availability of these tools, most Nigerian Universities are not adequately utilizing them.Factors militating against their application and use and how they can be remedied were suggested.The paper identified the features and workings of some of the tools and how they can be used to facilitate effective delivery of Distance learning, and how they can be adopted or adapted to suit our peculiar situations.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".