ABSTRACT
This study assessed the dimensions of e-learning programmes of Technical and Vocational Education and Training (TVET) in South East Universities of Nigeria. The study adopted a survey research design. The population for the study is comprised of 112 TVET lecturers in all the Federal and State Universities in the South-East Zone of Nigeria that offer TVET programme. Eight research questions and four hypotheses formulated to guide the study. A structured questionnaire titled extent of utilization of the dimensions of e-learning resources by TVET lecturers for effective instructional delivery in Federal and State Universities in the South East developed from the literature reviewed in this study was utilized for collecting data for the study. The research questions were analyzed using mean and standard deviation while hypotheses one three and four were tested at 0.05 level of significance using Analysis of Variance (ANOVA) statistics whereas hypotheses two was tested at 0.05 level of significance using t-test statistics. The findings revealed that the extent to which TVET lectures utilize the institutional, management, technological, interface, resource support and evaluation dimensions of e-learning resource for teaching and learning in South-East Universities is very low. The study also showed that TVET lecturers do not utilize the pedagogical and ethical dimensions of e-learning resources at all in teaching and learning in South-East Universities. Results equally showed that there is no significant difference in the mean responses of male and female TVET Lecturers on the extent of utilization of the technological dimension of e-learning resources for effective teaching in Nigerian Universities. It was therefore concluded that there is poor utilization of the dimensions of e-learning by TVET lecturers in the universities in the South East. Based on these findings, it was recommended among others that TVET lecturers in South-East Universities should be regularly and adequately trained in the use of the dimensions of elearning resources. TVET intuitions should provide TVET lecturers with incentives to encourage them attend capacity building programmes on the development and utilization dimensions of elearning resources for effective instructional delivery.
