Browsing by Author "Adedoja, G. O."

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Creating learner-generated content: graduate students' experience and challenges
(Department of Teacher Education, Faculty of Education, University of Ibadan, 2017) Adedoja, G. O.; Olasunkanmi, I. A.
Gender, age, academic level and department as correlates of students' perceptions of social networking as learning tool
(Department of Educational Management, University of Ibadan, Ibadan, 2013-01) Adedoja, G. O.; Olasunkanmi, I. A.
Technology, over the ages is recognised as a tool for doing things in neater, faster, better and particularly easier ways. People use technology to make their operations more fascinating, interesting and motivating in all facets of human endeavour including education. The study examined the contributions of age, gender, level of study, and department as correlates of Distance learning students' perceptions of social networking technology as a collaborative learning tool. A validated 4-likert scale questionnaire on students' perception was administered to 360 participants selected through stratified sampling technique. The results of this study showed that gender, field of study, academic level and age group have significant influence on student's perceptions of social networking as a collaborative learning tool. It was recommended that both students and teachers intending to integrate social networking to enrich instructions delivery should be adequately trained and motivated to acquire needed skills and confidence.
Pre-service teachers’ awareness and attitude towards user-generated content as a collaborative learning tool
(2015-01) Adedoja, G. O.; Olasunkanmi, I. A.
The promotion of learners’ active participation and becoming responsible for their own learning through the use of information communication technologies (ICT) is quite encouraging and exciting in the age of digital technologies. In particular, the Internet-based platforms and facilities that assist students in creating and sharing knowledge is becoming more popular today. This paper examined the University of Ibadan Pre-service teachers’ awareness and attitudinal disposition toward user-generated content as a collaborative learning tool with respect to their gender and teaching subject. The sample population comprised 78(42.2%) male and 107(57.82%) female 100 level students drawn from five departments where teaching subjects are offered in the Faculty of Education. A questionnaire containing students’ awareness and attitude scales (QPAAUGC), validated with Kuder Richardson 20 (reliability indices = 0.75 and 0.66 respectively) was administered to the participants. Two research questions and four hypotheses were raised and tested respectively in the study. The findings show that 63.3% of the students were aware of, and have positive attitude towards UGC. However, gender and teaching subject contributed significantly (t = 2.298, p<.05) and (F (J l82) = 13.020, p<0.05) to students’ level of awareness. Also, gender ana teaching subject contributed significantly (t g3 = 2.298, p<.05) and (F (2182) = 13.020, p<0.05) to students’ attitude to UGC as a collaborative learning tool. Premised on the findings, this paper highlights its recommendations and conclusions.