Purpose: Nigerian HEIs must prepare scholars to contribute to the global marketplace of ideas. Adopting an appropriate strategy to introduce ICT for teaching and learning may be as critical as the content developed or shared. Nigerian HEIs must work together toward building models to address specific challenges unique to the Nigerian situation. The paper addresses these challenges by detailing the University of Jos experience in its six-year effort to implement an e-learning initiative in mathematics.
Design/methodology/approach: Employing the case study method, this paper draws lessons from the experiences of the ICT Maths initiative. The lessons learnt from the literature as well as the University of Jos experiences form the basis for a model for e-learning initiatives at Nigerian HEIs.
Findings: A central purpose of this presentation is to create a community of practice where Nigerian HEIs can share experiences and collaborate to address the challenges inhibiting the efforts to integrate technologies for teaching. The literature review makes the case for an emphasis on training as a key strategy for the diffusion of innovative teaching and the creation of quality local content.
Practical and Policy implications: The National Universities Commission laid the foundation for e-learning through investment in ICT infrastructure, management information systems, and e-mail access and library information services. Still, many institutions find it difficult to conceptualise and implement initiatives locally.
Originality/value: Building models for implementing e-learning initiatives at Nigerian HEIs is both timely and urgent. In the last 20 years Nigerian HEIs have experienced staggering increases in student population. They continue to use outdated course materials and teaching strategies. The power of ICT to connect teachers and learners to the knowledge they need wherever that knowledge exists has to be harnessed.
Keywords: E-learning, Mathematics, Nigeria, Model, Technology, and Partnership