Awoleye, Michael; Siyanbola, Willie; Ogundari, Ibikunle (2008)

Now that the readiness of students in Nigeria higher institutions regarding e-learning have been established in a previous work (Awoleye & Siyanbola, 2007) there is also a need for evaluation of teachers' skills vis-a-vis their preparedness towards online teaching. This work therefore measured both technical and attitudinal capacity (Pillay, et al., 2006) of the teachers across the institution types (the Universities, Polytechnics and Colleges of education). In the overall, intensity of computer access is better than Internet access in all the institution types and the intensity of Internet access is better than personal office connectivity. Although there are varied levels of access relative to institution types, Nigerian university teachers have better access to computer (98.4% of all respondents) and the Internet (94.8% of all respondents) than their counterparts in the polytechnics and colleges of education. Furthermore, computer access is better in the polytechnics (96.4%) than in the Colleges of Education (87.7%). Further measurement with bias for age on teachers' technical proficiencies revealed that there would be no threat for continuity if online teaching were to be adopted. The research further showed that after the passage (which may be due to retirement) of the teachers who are over 50 years old, there are teachers between 41-50 years who will take over, thereby removing the burden of succession. Based on a number of issues identified, the research suggests some useful policy directions, which will enhance the use of computer and the Internet to facilitate teaching and learning in the institutions. (Contains 1 figure and 3 tables.)