Date of Publication :21st August 2023

Abstract: There has been a growing recognition of e-learning and e-teaching in educational development, in particular, the ways in which e-learning has become an emerging mode of dissemination of knowledge in the current information age. This study highlights a further educational implication of e-learning and teaching, namely how it can foster ‘inclusive education’ and how it shapes the broader context of digital education. The study examined e-learning and e-teaching in Nigeria drawing on the case of Akwa Ibom State University. It builds on recent Afrobarometer data on e-learning in Africa and original data from Student’s Perception of E-Learning and Teaching in University (SPEN) project, developed for the study which included field surveys and interviews with 335 respondents drawn from students across the eight (8) faculties of Akwa Ibom State University. The data were analyzed using the SSPS statistical package. The findings show that despite the rise of ICT revolution, e-learning is poorly implemented in Akwa Ibom State University like other Universities in Africa. There is insufficient electronics, lack of skills to teach online, limited access to computers and the internet, frequent electricity blackouts and poor technological innovation. These have serious implications for inclusive education and particularly, SDG 4: Quality Education. In the alternative, policy guidance was proffered.

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