1. The Socio-cultural dimensions of e-learning in Nigerian universities. by Apanpa, O. S. Ph.D. aolasumbofirstname@ymail.com; and Adeoye, B. F. Ph.D. Faculty of Education, University of Lagos Akoka, Lagos Nigeria. bless_adeoye@yahoo.com

2. Abstract A study to determine the social and cultural factors that aid or impede e-learning in Nigerian universities came up with interesting findings. Taking 376 respondents from across the disciplines the study found a direct relationship between the success of e-learning and availability of infrastructure. Cultural factors and value systems {not religion}, were not considered as major hindrances in the adoption of e-learning by the students. The implication of the study for education service providers such as, governments and institutions is to improve on the provision of infrastructure and facilities in the country.

3. Introduction Cultural factors play significant roles in the adoption of technology and the integration of the community with the global community. These cultural factors include individual beliefs, value systems and attitudes to information sharing. There are many challenges of e- learning in relationship with culture. Henderson (1996) cautions against paradigms that attempt to incorporate diverse cultural groups at the expense of a holistic learning experience. Henderson is against the adoption of an inclusive curriculum that imports the social, cultural and historical perspectives of different cultural groups, yet undermines the dominant culture thereby creating an inverted curriculum paradigm that incorporates the learners. Henderson believes that the adoption of the one-dimensional paradigm in the design of a curriculum for e-learners excludes diversity, as it is based on an assumption that all learners have the same educational experiences.

4. Introduction cont. Social factors such as infrastructure and under-development, including poverty also predispose students to the use of e- learning. Chute and Shatzer (1995) posit that instructional design strategies must include a consideration of cultural differences and their effect for successful e-learning experiences to take place. Many countries in the world in Asia and South America are already undergoing accelerated development in their overall economic and social environments. The developments are in part due to technological advancements. Countries like China, India, Mexico, Brazil, South Korea, and Singapore are no longer under-developed or developing but, developed with advanced infrastructure and facilities, like countries in Europe and North America. African countries with the exception of South Africa, have not succeeded in transforming their societies to enable the citizens adopt the use of advanced technologies in their learning experience. The 21st century is however knowledge-based and focused, with knowledgeable

5. Problem Statement As investment in virtual pedagogy continues to rise, so should the interest in its effectiveness, cultural acceptability, barriers faced, and other socio-cultural dimensions. Many researchers indicate that e- Learning is infused with cultural meaning and nuances given that educators bring their own perspectives into the design process (Adeoye, 2004, 2009). Lin and Schwartz (2003) also observe that learning is the appropriation of cultural practices and the development of an identity within those practices. Similarly, knowledge and learning are grounded in historical, cultural, and social frameworks and it is argued that culture can influence an individual's response to learning and instruction. This is based on the belief that culture influences the acceptance and use of new information, ideas, and knowledge.

6. Research Questions 1. What is the relationship between cultural beliefs and e-learning success? 2. What is the relationship between value systems and e-learning? 3. What are the pre-disposing factors socio cultural that aid or impede e-learning among Nigerian undergraduates ?

7. Method. The study adopted the descriptive research survey design. This was based on an understanding of the objectives of the study, which was essentially to elicit opinions and viewpoints from potential users of e- learning in Nigerian universities. Population. The population of the study is undergraduate students in Nigerian universities. Out of this a sample size of 376 was used for the study. The sample size was limited to one university instead of three as planned. This did not affect the study as the sample was fairly representative of undergraduate students in Nigeria since the university chosen boasts of students from all over the country. The sample was also taken across all the disciplines. See

8. Findings The findings are presented against each of the research questions as follows: Research Q.1.What is the relationship between cultural beliefs and e-learning success?

9. Results Chart.1.

10. Results contd. Research Q.2. What is the relationship between value systems and e-learning? Chart.3.

11. Results contd. Research.Q.3. What are the pre- disposing factors {social or cultural} that aid or impede e-learning in Nigeria? Chart.4.

12. Results contd. Chart.5.

13. Discussion. The findings in the charts presented, show that undergraduate students in Nigerian universities are not hampered by cultural beliefs in their quest for e-learning. The main thing for the students seem to be the availability of computer with internet access. It is obvious that the pre-disposing factors that can militate against e-learning will therefore be due to lack of social amenities like regular electricity and internet

14. Conclusion The study has shown us that Nigerian undergraduates like their counterparts from all over the world are interested in e-learning as a viable option for educating themselves if given the opportunity. The study has not presented any cultural biases, or pre-conceived beliefs or ideas on the part of the students regarding e-learning, if anything the students seem excited about e-learning and about the prospect of learning new technological skills. The recommendation is therefore for education service-providers and government to make the use of e- learning a viable option for undergraduate students in Nigeria.

15. References Adeoye, B.F.(2004),(2009), ……. Chute, A., & Shatzer, L. (1995). Designing for international teletraining. [On-line]. Available: http://www.att.com/cedl/designit.html. Henderson, L. (1996). Instructional design of interactive multimedia. Educational technology research And development, 44 (4), 85-104. Lin and Schwartz (2003), ……………