CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND OF THE STUDY

Though teaching and learning are intimately linked processes and are interdependent as well as inter woven, teaching is a social phenomenon, while learning is a psychological phenomenon. It is teaching which generally results into learning but there can be learning without teaching. Lecturers in the recent trend of teaching and learning are therefore seen as facilitators or guide, and I believe this can better be enhanced through utilization of ICT facilities.

The nub of teaching learning process lies in the moment by moment relationship between the willing leaner and the competent co-lecturer. Rao (2008) quoted Burton (2001) who argues that teaching can be made effective by relating it to learning; teaching objectives can be identified in behavioural terms and appropriate learning situations may be created to realize these objectives. The appropriate teaching condition or structures may be generated for effective learning; the effective teaching aids may be selected for creating strategies and tactics may be selected to achieve the optimal object of learning; the university of relationship of teaching and learning will be an aid to understand the nature of teaching and thereby, teaching theories may be evolved. The knowledge of the relationship will equally be helpful for teaching to produce effective Business Education lecturers.

 ICT has been acknowledged globally as one of the greatest techniques infused into the teaching learning process. It is used in the context of this research work to imply a diverse set of electronic technologies, technological tools and resources used to communicate, disseminate, store and manage information in the course of teaching and learning. ICT include computers, the internet, broadcasting technologies and telephony (Adoni and Kpangbam, 2010; Chukwudi and Ejita, 2008). The impact of ICT on learning is the vision that it enables learning anywhere, any time and anyhow. ICTs are utilized during academic activities especially by lecturers and students (Usang, Azubuike and Umoren, 2007).  Anissimov (2009); Bless and Truth (2009) and Bliss (2009) agrees with this view but further noted that there is variation in the level of usage of ICT in tertiary institutions among countries.

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