Blackboard-Powered TVET Delivery in Southeast Nigeria: Evaluating LMS Adoption in Federal Polytechnics
Keywords:
Blackboard LMS, Learning Management System, TVET, E-learning, Digital TransformationAbstract
This study examined Blackboard Learning Management System (LMS) adoption and its implications for Technical and Vocational Education and Training (TVET) delivery in selected federal polytechnics in Southeast Nigeria. The study was motivated by the increasing digitalization of higher education and the growing concerns regarding the effectiveness of Blackboard LMS implementation in Nigerian tertiary institutions despite substantial interventions by Tertiary Education Trust Fund. Specifically, the study investigated the extent of Blackboard LMS adoption and utilization, its influence on teaching effectiveness and learning outcomes, and the institutional and infrastructural challenges affecting effective implementation within the selected institutions. The study adopted a descriptive survey research design. The study area comprised selected federal polytechnics in Southeast Nigeria, namely Federal Polytechnic Oko, Federal Polytechnic Nekede, and Akanu Ibiam Federal Polytechnic Unwana. The population of the study consisted of 44,866 respondents, including lecturers, ICT/e-learning personnel, and students. A sample size of 396 respondents was determined using Taro Yamane’s formula, while a multistage sampling procedure involving purposive, stratified, and proportionate random sampling techniques was employed. Data were collected through a structured questionnaire and analyzed using mean, standard deviation, Independent Sample t-test, and One-Way Analysis of Variance (ANOVA) at 0.05 level of significance. The findings revealed that Blackboard LMS adoption within the selected federal polytechnics was largely superficial and compliance-driven, with actual utilization for teaching and learning remaining considerably low despite visible onboarding exercises. The study further revealed that generalized virtual training programmes organized under TETFund interventions failed to adequately address institution-specific infrastructural and operational realities affecting effective LMS utilization. Major challenges identified included inadequate ICT infrastructure, poor internet connectivity, unstable electricity supply, limited digital literacy, and weak institutional support systems. The study concluded that Blackboard LMS implementation in federal polytechnics in Southeast Nigeria remained largely symbolic rather than transformational and recommended institution-specific capacity-building programmes, improved ICT infrastructure, enhanced technical support systems, and stronger policy-driven integration of Blackboard LMS into mainstream TVET instructional delivery.
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