


































Frontiers of Contemporary Education 
ISSN 2690-3520 (Print) ISSN 2690-3539 (Online) 

Vol. 5, No. 2, 2024 

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1 
 

Original Paper 

Exploring the Challenges of Online Learning in Nigerian Higher 

Education 

Christian O. Akaeze
1*

 & Nana Shaibu Akaeze
2
 

1
 College of Education, Concordia University, River Forest, IL., USA 

2
 College of Education and Leadership, Eastern University, Saint Davids, PA, USA 

*
 Christian O. Akaeze, E-mail: Chris.akaeze21@gmail.com 

 

Received: September 5, 2024   Accepted: September 12, 2024   Online Published: October 14, 2024 

doi:10.22158/fce.v5n2p1            URL: http://dx.doi.org/10.22158/fce.v5n2p1 

 

Abstract 

This study examines the challenges faced by lecturers in Nigerian higher education institutions when 

adopting and using e-learning platforms. Through virtual interviews conducted with 12 university 

lecturers across six regions, the research identifies several key obstacles: unreliable internet 

connectivity, frequent power outages, and limited access to technological resources. Additionally, 

inadequate training and institutional support are noted as significant barriers. Thematic analysis was 

employed to analyze the qualitative data, revealing patterns and common themes related to these 

challenges. The study suggests that improving internet and power infrastructure, along with enhancing 

training and technical support, are crucial strategies for overcoming these issues. The findings 

emphasize the need for targeted interventions to create a more supportive environment for e-learning, 

aiming to improve the educational experience for both lecturers and students. 

Keywords 

E-learning challenges, ICT infrastructure, Nigerian higher education, Online learning adoption, 

Developing economies 

 

1. Introduction 

Online learning has dramatically influenced how knowledge is stored, shared, and transferred, how 

skills are practiced, and how teachers and other stakeholders interact (Anderson & Hajhashemi, 2013). 

Online learning requires students to manage their learning more than traditional education because it 

offers less external control and more freedom and flexibility (Wong et al., 2019). Developing countries, 

including Nigeria, face significant challenges in fully benefiting from e-learning due to the high costs 

of building infrastructure and expanding internet and Information and Communication Technology 

https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1334153/full#ref5


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(ICT) access. In Nigerian tertiary institutions, e-learning implementation is still problematic because of 

inadequate ICT infrastructure and various socio-economic factors. Many universities and colleges do 

not have enough computers and specialized reading devices for students, and they have not yet 

integrated technologies like television conferencing (Nwabufo et al., 2012). The growing use of 

technology in education has transformed traditional learning, making online learning a key part of 

higher education. Recently, online learning has become a powerful tool for improving educational 

access, flexibility, and interaction (Kamraju et al., 2024). However, the success of online learning 

depends largely on the willingness and ability of students and educators to use these digital resources 

effectively (Alyoussef, 2023).  

Understanding the factors that influence the use of online learning platforms by lecturers and students is 

vital for higher education institutions, particularly in developing economies like Nigeria, where access to 

technology and digital skills can vary greatly (Eze et al., 2020). Despite the global trend towards digital 

learning, there is limited research on adopting online learning in Nigerian higher education. Most studies 

have focused on technological infrastructure and institutional readiness, often neglecting the individual 

factors that impact engagement with online platforms. Furthermore, there is little research on strategies 

to enhance online learning adoption among lecturers and the main challenges they face in using online 

facilities in Nigerian higher education. This gap in the literature highlights the need for a deeper 

understanding of the various factors influencing the use of online learning tools, especially in the context 

of Nigerian higher education.  

Eze et al. (2020) explored the factors influencing e-learning use in Nigeria, focusing on students from a 

private higher education institution, and pointed out the need for further research involving lecturers to 

provide a fuller perspective. Falola et al. (2022) recommended expanding future studies to include 

universities across Nigeria’s six geo-political zones. This study addresses these gaps by examining 

lecturers' challenges in using online learning resources in Nigerian higher education institutions. This 

research uses a basic qualitative design to focus on the experiences and perceptions of 12 lecturers 

selected from six universities across Nigeria’s major regions. Data were collected through qualitative 

questionnaires to investigate technological and infrastructural challenges and the impact of individual 

attitudes, perceived ease of use, and cultural influences on online learning adoption. The findings from 

this study aim to offer valuable insights for educators, policymakers, and technology providers to 

enhance the effectiveness of online learning strategies in similar contexts. 

1.1 Online Learning in Nigerian Higher Education  

Online or remote teaching is a form of distance education where students receive learning and 

assessments without physically attending a university campus (Imran et al., 2023). Although remote 

education has existed for a long time, it was initially conducted through postal communication before the 

Internet era (Imran et al., 2023). With technological advancements, remote education was modernized, 

and online courses became feasible for the first time in the early 1990s. Online education has become 

vital to higher education (McKenna et al., 2022). Online learning in higher education involves delivering 



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educational content and instruction through online digital platforms. This mode allows students to access 

courses, lectures, and resources remotely, usually through Learning Management Systems (LMS) such 

as Blackboard and Moodle. Formats of online learning can include fully online courses, hybrid or 

blended learning (a mix of online and face-to-face instruction), and Massive Open Online Courses 

(Al-Kahtani et al., 2022). The flexibility of online learning allows students to study at their own pace and 

from any location, making it especially advantageous for non-traditional students, such as working 

professionals, parents, or those with geographical or mobility constraints. Interactive features like 

discussion forums, video conferencing, quizzes, and multimedia content enhance student engagement 

and learning outcomes. However, online learning in higher education also faces challenges, such as 

maintaining student engagement, ensuring academic integrity, providing adequate technological support, 

and guaranteeing equitable access for all students. The success of online learning depends on the quality 

of course design, the digital literacy of students and faculty, the availability of technological 

infrastructure, and the teaching strategies used (Meylani, 2023).  

In Nigerian higher education, online learning encounters specific challenges that limit its effectiveness. 

A significant issue is inadequate ICT infrastructure; many universities and colleges lack essential 

technological resources, such as computers, reliable internet, and digital learning tools, which hampers 

the ability of both students and lecturers to engage fully with online platforms (Nwabufo et al., 2012). 

Socio-economic factors also play a critical role, as many students come from economically 

disadvantaged backgrounds, limiting their access to the devices and internet services needed for online 

education (Nwabufo et al., 2012). High data costs further exacerbate these challenges, making consistent 

participation in online learning difficult. Moreover, digital literacy among lecturers is often insufficient, 

impacting their ability to use online platforms and engage with digital content effectively. This skills gap 

results in a steep learning curve, which can reduce the effectiveness of online education. Resistance to 

online learning, where traditional face-to-face education is preferred, presents a significant challenge. 

Many lecturers in Nigeria view online learning as less effective, which affects their willingness to adopt 

digital methods. Additionally, inadequate government policies and support impede the standardization 

and coordination needed for effective online education. Addressing these challenges involves enhancing 

infrastructure, improving digital skills, providing financial support, encouraging a cultural shift towards 

online learning, and developing comprehensive policies to guide online education in Nigerian higher 

education institutions. 

1.2 Additional Literature Related to Online Learning Challenges 

To provide a comprehensive understanding of the challenges associated with online learning in Nigerian 

higher education, it is crucial to consider findings from studies conducted in other contexts. Karakose et 

al. (2022) examined digital addiction, which includes dependencies on the internet, social media, 

smartphones, and other digital technologies, and its effects on user experiences and academic 

productivity. Their bibliometric and science mapping analysis highlighted a shift in research focus from 

general addictive behaviors to more specific issues such as smartphone and social media addiction. These 



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findings emphasize the need to address technological constraints and their impact on online learning, an 

issue that resonates with the challenges faced by Nigerian institutions, including unreliable internet and 

limited technological resources.  

In the realm of digital transformation and leadership, Karakose and Tülübaş (2023) explored the role of 

digital leadership in facilitating structural and pedagogical changes within educational institutions. They 

argue that leadership models integrating digital technologies are crucial for improving educational 

outcomes. This perspective is particularly relevant for Nigerian higher education, where strengthening 

digital leadership could enhance the integration and effectiveness of e-learning platforms, addressing 

infrastructure and support challenges. Papadakis (2023) discussed the effectiveness and ongoing 

challenges of Massive Open Online Courses (MOOCs), such as high dropout rates and reduced user 

engagement. Although MOOCs provide flexible learning opportunities, they face persistent issues that 

must be addressed to improve implementation. This insight is pertinent to Nigerian higher education, 

where similar challenges may hinder the adoption and success of online learning platforms.  

Lavidas et al. (2023) investigated factors influencing the use of e-learning systems, focusing on Moodle 

from the perspective of academic personnel. They identified perceived usefulness and ease of use as 

significant factors affecting lecturers’ intention to use e-learning systems. Their findings suggest that 

enhancing training and technical support is crucial for the successful adoption of e-learning platforms, 

aligning with the needs identified in Nigerian higher education. Additionally, Lavidas et al. (2022) 

examined web survey response rates, highlighting factors such as incentives, survey structure, and 

reminders. Understanding these factors is essential for designing more effective surveys to assess online 

learning challenges in Nigerian higher education, ensuring higher response rates and more reliable data. 

These studies collectively provide valuable insights into the various challenges and considerations 

related to online learning, offering a broad perspective that can help inform strategies and interventions 

in the Nigerian context. 

1.3 Research Gap 

Current research on e-learning in Nigerian higher education has predominantly concentrated on students’ 

experiences and challenges, often overlooking the critical perspectives of lecturers. This research gap is 

significant, as understanding lecturers’ viewpoints is crucial for a comprehensive analysis of e-learning 

adoption. Lecturers play a pivotal role in the implementation and success of online learning systems, and 

their insights can reveal unique challenges and needs that are not captured through student-focused 

studies alone.  

Addressing this gap by incorporating lecturers’ perspectives will offer a more nuanced and balanced 

view of e-learning implementation. It will provide valuable insights into the barriers and facilitators they 

encounter, including technological constraints, infrastructural limitations, and support deficiencies. The 

study aims to contribute to a more holistic understanding of e-learning challenges in Nigerian higher 

education by filling this gap. This, in turn, will inform targeted interventions and strategies better aligned 



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with the realities of lecturers and students, ultimately enhancing the effectiveness of e-learning practices 

across diverse educational contexts in Nigeria. 

1.4 Research Problem: Problem Statement 

Despite the increasing significance of online learning in higher education, there is a notable lack of 

understanding regarding the challenges lecturers face when using e-learning platforms in Nigerian 

universities. Existing literature has not adequately explored the opportunities for e-learning and faculty 

engagement within Nigerian institutions (Falola et al., 2022). Studies like that of Eze et al. (2020) have 

primarily focused on student experiences in private universities that have invested heavily in e-learning 

infrastructure.  

However, there is insufficient research on the difficulties lecturers encounter in private and public higher 

education institutions across Nigeria’s diverse geopolitical regions. This gap in knowledge is crucial 

because understanding lecturers’ challenges can provide essential insights into the infrastructural, 

technological, and pedagogical barriers that hinder effective online learning. Addressing these gaps is 

vital for developing strategies to improve online education in private and public institutions throughout 

Nigeria.  

As of 2020, Nigerian tertiary institutions struggled to fully implement e-learning due to inadequate ICT 

infrastructure and various socio-economic barriers (Egielewa et al., 2022). Furthermore, Ofor-Douglas 

(2022) noted that, aside from a few private institutions offering some online classes, no Nigerian 

university has been authorized by the National Universities Commission to operate entirely online. As of 

July 2022, out of 217 universities in Nigeria, only 15 offered Open and Distance Learning (ODL), with 

11 being federal, two state-run, and two privately owned (Adamu, 2022). 

 

2. Method 

This basic qualitative study investigates lecturers’ challenges with online learning in Nigerian higher 

education institutions. Qualitative research is particularly suitable for this inquiry as it focuses on 

understanding how individuals interpret and make sense of their experiences and environments (Creswell, 

2013). This approach effectively explores participants’ perspectives in a detailed and descriptive manner, 

allowing for a deeper understanding of lecturers’ difficulties with e-learning platforms.  

Given the complexity of the issues involved, a qualitative research method is ideal for capturing 

lecturers’ diverse experiences and insights across private and public universities in Nigeria. This study 

involves conducting one-on-one virtual interviews with administrators and faculty members, enabling a 

thorough exploration of the infrastructural, technological, and pedagogical barriers that hinder effective 

online learning (Neuman, 2000). The research aims to uncover the nuanced challenges often overlooked 

in quantitative studies by engaging directly with participants. 

 

 

 



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2.1 Research Design 

The Basic Qualitative Design was chosen because it allows for an in-depth examination of participants’ 

experiences within a manageable timeframe, ensuring a comprehensive understanding of the issues while 

maintaining flexibility in data collection and analysis. This design is particularly effective for studies 

focused on understanding the complex, real-world issues educators face, such as the obstacles to fully 

implementing e-learning in Nigeria due to inadequate ICT infrastructure and socio-economic challenges 

(Egielewa et al., 2022).  

Unlike more rigid research designs, the Basic Qualitative Design offers the flexibility to adjust methods 

as new insights emerge. It is well-suited for capturing the evolving nature of online learning in a diverse 

context like Nigeria. It enables us to systematically explore lecturers’ perspectives and better understand 

the factors affecting their engagement with e-learning platforms. This approach also supports the 

development of targeted strategies to improve online education in Nigerian higher education institutions, 

addressing both the technological limitations and the socio-cultural resistance that currently impede 

progress. The study employed a purposive sampling technique to select participants. Purposive sampling 

involves selecting participants based on their attributes (Bernard, 2002). For this research, 12 lecturers 

were carefully chosen to provide insights into the challenges of online learning in Nigerian higher 

education. 

2.2 Research Question 

This study is guided by the primary qualitative research question: What are the challenges faced by 

lecturers in adopting and utilizing e-learning platforms in Nigerian higher education institutions across 

different geopolitical contexts? The research question aims to explore lecturers’ perspectives on the 

specific obstacles they encounter with e-learning, such as technological limitations, infrastructure 

challenges, and pedagogical issues. According to Agee (2009), a general question can be a starting point 

for developing more specific sub-questions as the research progresses. To provide a more focused 

exploration of different aspects of the topic, the primary research question was separated into three 

distinct sub-questions including: 

1) What are the key challenges lecturers face in adopting and using online learning 

facilities in Nigerian higher education institutions?  

2) Why do lecturers in Nigerian higher education institutions face difficulties adopting and 

utilizing e-learning platforms across geopolitical contexts? 

3) What strategies can be developed and implemented to improve the adoption and 

effective use of e-learning platforms among lecturers and students in Nigerian higher 

education?  

By focusing on lecturers across various regions and types of universities, the study seeks to provide a 

more comprehensive understanding of the factors affecting the successful implementation of online 

learning in Nigeria. By addressing these questions, the study seeks to contribute to the broader 



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discourse on digital learning and offer practical recommendations for fostering an inclusive and 

effective online learning environment in higher education. 

2.3 Data Collection Methods 

Participants were invited through emails to join a virtual interview on Zoom interview guide with the 

same set of questions to maintain focus and consistency across the multiple interviews. For this study, 

semi-structured interviews were used to gather data on the challenges of online learning in Nigerian 

higher education. This method was chosen because it is more cost-effective and time-efficient than 

in-person interviews (Krouwel et al., 2019). Semi-structured interviews provide flexibility while 

ensuring key topics are addressed, enabling a deeper understanding of faculty members’ experiences and 

the difficulties they encounter with online teaching.  

A purposeful sampling strategy was used to select 12 university lecturers (two from each major region) 

with diverse backgrounds from universities in the six major regions of Nigeria, all of whom have 

significant experience of up to five years in higher education. According to Gore et al. (2024), teachers 

with at least five years of experience are considered knowledgeable enough to provide valuable insights 

across their career span. This approach ensures that participants can offer meaningful perspectives on the 

challenges of implementing e-learning in Nigerian universities. Interviews, based on a semi-structured 

interview guide, are a simplified display of questions or topics that will be explored by the interviewer 

(DiCicco-Bloom & Crabtree, 2006).  

For this study, an interview guide with open-ended questions was developed to explore participants’ 

experiences with online learning, including technological, infrastructural, and pedagogical challenges. 

The guide ensures that each interview covers the same core topics while allowing in-depth discussions. 

Interviews were conducted individually, based on participant availability and preference, in a setting that 

ensures comfort and confidentiality to encourage open sharing. Informed consent was obtained before 

recording, and interviews were audio-recorded with notes taken to accurately capture responses. 

Participants were contacted via email for the option to schedule interviews. The data collection providing 

detailed insights into the challenges of online learning in Nigerian higher education was completed 

within two weeks. 

2.4 Data Analysis 

A thematic analysis was conducted following Braun and Clarke’s (2006) six-step approach to 

understand the data and identify key themes. These steps include (1) becoming familiar with the data, 

(2) creating initial codes, (3) looking for themes, (4) reviewing the themes, (5) defining and naming the 

themes, and (6) writing the final report. Thematic analysis is a trusted qualitative method that helps 

researchers find, analyze, and report patterns (themes) within data (Creswell, 2013). This analysis 

revealed Five main themes: (a) Technological and Infrastructural Challenges, (b) Lack of Training and 

Institutional Support, (c) Improving Internet and Power Infrastructure, (d) Enhancing Training and 

Technical Support, and (e) Technological and Infrastructural Challenges. 

 



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2.5 Conceptual Framework 

The conceptual framework for this study is the Community of Inquiry (CoI) framework, developed by 

Garrison et al. (2000). This framework is ideal for understanding online learning in higher education. It 

focuses on three essential components: cognitive presence, social presence, and teaching presence. 

Cognitive Presence: This refers to the learners’ ability to actively engage and make meaning through 

discussions and activities. Social Presence: This is about feeling connected to others in the online 

learning environment, which helps in building a supportive learning community. Teaching Presence: 

This involves the instructor’s role in guiding and facilitating the learning process. The CoI framework 

helps analyze how these three components interact to create an effective online learning experience and 

is crucial for identifying and addressing challenges in online education. 

2.6 Aligning Conceptual Framework with Study Topic 

The CoI framework is well-aligned with this study as it provides a comprehensive approach to 

examining the complexities of online education in Nigerian higher education. It aligns with the study’s 

focus on identifying challenges, understanding context-specific difficulties, and developing strategies 

to improve online learning adoption and effectiveness. 

Research Question 1: The CoI framework’s elements of cognitive, social, and teaching presences help 

pinpoint the challenges lecturers encounter when using online learning tools. Lecturers might find it 

hard to create a cognitive presence because of limited technology or lack of training. They may also 

struggle with social presence due to a shortage of engagement tools, and teaching presence can be 

difficult because of inadequate support in delivering content. 

Research Question 2: The CoI framework helps analyze how different geopolitical contexts, such as 

infrastructure and internet accessibility, affect online learning adoption. For example, poor connectivity 

may hinder cognitive presence, leading to varied experiences and challenges for lecturers. 

Research Question 3: The CoI framework guides the development of strategies to enhance online 

learning adoption, such as training to improve teaching presence, tools to enhance social presence, and 

resources to support cognitive presence tailored to the Nigerian context. 

 

3. Result 

Responses from online questionnaires and Zoom interviews with participants having at least five years at 

their institutions were analyzed using Braun and Clarke’s thematic analysis and NVivo 14 software. 

Emergent open coding revealed 121 code segments, organized into 12 sub-themes and synthesized into 

five major themes: Technological and Infrastructural Challenges; Lack of Training and Institutional 

Support; Improving Internet and Power Infrastructure; Enhancing Training and Technical Support; and 

Technological and Infrastructural Challenges. Findings, supported by direct participant quotes, address 

challenges of online learning, guided by three sub-questions. The Community of Inquiry (CoI) 

framework (Garrison et al., 2000) underpinned the analysis, highlighting the challenges faced by 



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lecturers in using online learning resources and identifying effective leadership strategies. Research 

Questions include: 

1) What are the key challenges lecturers face in adopting and using online learning 

facilities in Nigerian higher education institutions?  

2) Why do lecturers in Nigerian higher education institutions face difficulties in adopting 

and utilizing e-learning platforms across different geopolitical contexts? 

3) What strategies can be developed and implemented to improve the adoption and 

effective use of e-learning platforms among lecturers and students in Nigerian higher 

education? 

3.1 Findings 

This section will present the study’s findings, organized by research questions, themes, and sub-themes. 

Thematic analysis using NVivo 14 is detailed here, supported by participant quotes to enhance the 

report’s credibility and provide insights into their experiences. The basic qualitative study design was a 

helpful approach to exploring participant’s professional experiences (Bailey, 2018). The basic 

qualitative study design was effective in exploring these experiences. Interviews responses from 

Nigerian lecturers, offer a thorough understanding of the challenges they face with online learning. 

Participant quotes enhanced the narrative, making the findings more relatable. The integration of 

theoretical frameworks and literature review helps contextualize these findings and makes the results 

more relatable. The major themes covered in this study include Technological and Infrastructural 

Challenges; Lack of Training and Institutional Support; Improving Internet and Power Infrastructure; 

Enhancing Training and Technical Support and Technological and Infrastructural Challenges.  

3.2 R1: Lecturers Key Challenges in Nigerian E-learning 

Two major themes emerged from research question one: Technological and Infrastructural Challenges 

and Lack of Training and Institutional Support. These two major themes that address the challenges 

lecturers face in adopting and using online learning facilities in Nigerian higher education institutions 

include: 

3.2.1 Major Theme: Technological and Infrastructural Challenges 

Participants reported that lecturers face significant technological and infrastructural barriers in adopting 

online learning, including unreliable internet connectivity, inconsistent power supply, and inadequate 

access to technology and resources. 

3.2.2 Internet Connectivity  

Internet connectivity is the key to successful online learning (Ogolodom et al., 2023). The challenges 

encountered in online learning included internet access (Ofori Atakorah et al., 2022; Ogolodom et al., 

2023). Despite the positive guidelines from the National University Commission (NUC), many 

university libraries in Nigeria still lack internet connectivity (Baro & Oyinnuah Asaba, 2010). Poor 

connectivity infrastructure is evident in the lack of affordable access to PCs, internet devices, modems, 

telephone lines, and internet connections, with internet use further limited by structural and cost factors 



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(Oyelaran-Oyeyinka & Adeya, 2004). For example, one participant from the Northern Nigeria 

commented, “The lack of reliable internet connectivity is a major issue. Many areas have poor network 

coverage, making it difficult for both lecturers and students to access online platforms consistently”, and 

another from Eastern Nigeria said, “Unstable internet connectivity... hampers our ability to deliver 

lectures and engage with students effectively”. 

3.2.3 Power Supply  

Electricity supply situation in Nigeria can be best described as a total failure (Ikenga et al., 2023). The 

poor electricity situation in Nigeria makes it difficult to implement eLearning systems effectively, as 

Information and Communication Technologies (ICTs) rely heavily on electricity (Bubou & Job, 2021). 

Several participants in this study noted that poor power supply in Nigeria seriously hinders online 

learning in universities. For example, one lecturer from Western Nigeria said, “Frequent power outages 

disrupt online classes and make it difficult for both lecturers and students to rely on digital platforms for 

learning”. Another from Eastern Nigeria argued that “Frequent power outages disrupt online teaching 

sessions, making it challenging to rely on digital platforms for lectures and assessments”. In Nigeria, the 

challenges of implementing e-learning in universities include irregular power supply (Bubou & Job, 

2021). 

3.2.4 Access to Technology  

Technology is crucial in modern education, and schools are expected to use it to improve student learning. 

However, challenges exist, especially when teachers haven’t received enough training, leaving them 

without the skills to effectively use technology in the classroom (Winter et al., 2021). Teachers must 

understand how and when to use technology, as it can be a valuable tool when applied correctly. The 

success of integrating technology in education depends on teachers’ technological skills and their ability 

to adjust both the quality and quantity of the curriculum (Winter et al., 2021). For example, one 

participant from Northern Nigeria said, “Not all lecturers and students have laptops or smartphones 

capable of running online learning applications effectively”. Another participant, South-South Nigeria, 

“There is limited access to necessary technological infrastructure. Some universities in the region lack 

modern digital tools, up-to-date software, and reliable online learning management systems”.  

3.3 Major Theme: Lack of Training and Institutional Support 

Participants generally agreed that there is a shortage of training for lecturers on how to effectively use 

online learning tools and platforms, compounded by limited institutional support and resources, making 

it challenging for lecturers to adopt online learning effectively. 

3.3.1 Lack of Training  

Teachers in Sub-Saharan Africa, including Nigeria, face challenges like insufficient training and 

resources (Adebayo et al., 2023). In this study, participants argued that obstacles which challenge the 

effective implementation of online learning include lack of teacher training. According to a participant 

from Northern Nigeria “There is often a lack of technical support and training on how to use these tools 

for effective teaching and learning”. Another participant from a western Nigerian university said “There 



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is a lack of adequate training and support for lecturers. Many of us are not fully equipped with the skills 

needed to effectively use online teaching tools and platforms”. In Nigeria the challenges of implementing 

e-learning in universities include inadequate trained human resources (Bubou & Job, 2021). 

3.3.2 Limited Institutional Support 

Institutional support is closely connected to the quality of education (Nur Ullah et al., 2021). Providing 

strong institutional support for quality online teaching can enhance the online learning experience 

(Khong et al., 2023). One participant from Northern Nigeria suggested that “Many universities... do not 

have the necessary infrastructure or funding to fully support online learning”. Additionally, one 

participant from Eastern Nigeria said, “Universities in the region may not have the necessary 

infrastructure, such as digital libraries or software licenses, to support online learning effectively”.  

3.4 R2: Challenges in Adopting E-Learning in Nigeria 

A common theme from the responses provided by lecturers across different regions in Nigeria is that 

lecturers experience Technological and Infrastructural Challenges. 

3.4.1 Major Theme: Technological and Infrastructural Challenges  

Online education in its various forms has been growing steadily worldwide for various reasons including 

new technologies (Palvia et al., 2018). In Nigeria the challenges of implementing e-learning in 

universities include insufficient instructional technologies (Bubou & Job, 2021). Participants in this 

study argued that lecturers across various regions in Nigeria face significant difficulties in adopting and 

utilizing e-learning platforms due to unreliable internet connectivity, frequent power outages, and limited 

access to necessary technological resources. 

3.4.2 Unreliable Internet Connectivity  

Many participating lecturers mention poor internet quality as a major barrier to effective e-learning. For 

instance, a lecturer from Eastern Nigeria states, “The main issue is unstable internet connectivity, which 

makes it difficult to conduct and attend online classes smoothly”. Similarly, a lecturer from 

North-Western Nigeria highlights, “A major issue is poor internet connectivity, which affects the ability 

to consistently access online resources and participate in virtual classes”. 

3.4.3 Frequent Power Outages  

In addition, participants argued that power supply issues are a common challenge. A Western Nigeria 

lecturer pointed out, “Inconsistent power supply... leads to frequent disruptions in online classes”. 

Similarly, a lecturer from South-South Nigeria notes, “Frequent power outages further disrupt online 

sessions and make it challenging to maintain a consistent teaching schedule”. 

3.4.4 Lack of Adequate Training and Institutional Support  

Participants argued that there is a shared concern about the lack of sufficient training and institutional 

support for e-learning across the regions. A lecturer from North-Eastern Nigeria states, “There is often a 

lack of institutional support and training, which hinders the effective integration of e-learning into the 

educational process”. In Eastern Nigeria, another lecturer mentions, “There is insufficient training and 

technical support for lecturers on how to use e-learning tools effectively”. According to participants, 



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these technological and infrastructural issues collectively hinder the ability of lecturers in Nigerian 

higher education institutions to effectively adopt and utilize e-learning platforms across different 

geopolitical contexts. 

3.5 R3: Strategies to Enhance E-Learning Adoption and Use 

Two major themes from the responses to research question 3 include Improving Internet and Power 

Infrastructure and Enhancing Training and Technical Support. The themes highlight the importance of 

addressing foundational infrastructure issues and enhancing support systems to improve the adoption and 

effectiveness of e-learning platforms. 

3.5.1 Major Theme: Improving Internet and Power Infrastructure  

Improving Internet connectivity would increase students’ engagement in online learning (Salas-Pilco et 

al., 2022). Most participants in this study suggested that to enhance e-learning adoption and use among 

lecturers and students, the authorities should endeavor to improve internet and power infrastructure by 

expanding network coverage, investing in reliable technology, promoting renewable energy, upgrading 

electrical systems, establishing maintenance programs, etc. According to them, by addressing these areas, 

Nigerian higher education institutions can create a more reliable and effective environment for e-learning, 

ultimately enhancing the educational experience for lecturers and students. One participant said, 

“Enhance infrastructure to ensure more reliable and faster internet access” and “Work on solutions to 

stabilize the power supply, such as investing in backup generators or solar power systems”. Another 

suggested, “Invest in improving internet connectivity by enhancing network coverage and increasing 

bandwidth”, and “Implement measures to address frequent power outages, such as providing backup 

generators or solar power solutions”. Additional submissions by study participants include “Invest in 

improving both internet connectivity and power supply to reduce disruptions” and “Provide backup 

power solutions to ensure reliable access to e-learning platforms”. And “Implement reliable backup 

power solutions and invest in alternative energy sources” and “Partner with internet service providers 

to improve the quality and reliability of internet connections”. 

3.5.2 Major Theme: Enhancing Training and Technical Support 

Supporting the development of skills needed for online study may enhance the learning experience 

(Rotar, 2022). Regarding the strategies to enhance e-learning adoption and use among lecturers and 

students in Nigerian higher education, our study participants recommended enhancing the training and 

technical support. One participant from North-Western Nigeria argued that “Implement comprehensive 

training programs for lecturers on how to use e-learning tools effectively”. She also suggested that 

“Establish dedicated technical support teams to assist with troubleshooting and resolving issues”. Two 

other participants from North-Eastern Nigeria suggested that “Develop and provide targeted training 

programs for lecturers and students on using e-learning tools effectively” and “Expand Technical 

Support”. Two participants from South-South Nigeria said that “Offer comprehensive training programs 

for both lecturers and students to ensure they are proficient in using e-learning tools” and “Provide 

ongoing support to address technical issues”. From the Western Nigeria two participants suggest that 



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authorities “Develop and offer training programs to help lecturers and students become proficient in 

using e-learning tools” and “Establish dedicated technical support teams to assist with troubleshooting 

and resolving issues related to e-learning platforms”. 

 

4. Discussion 

The study reveals critical challenges Nigerian lecturers face in online learning, reflecting broader issues 

within the country’s educational infrastructure. Key themes include technological and infrastructural 

barriers, such as unreliable internet connectivity, frequent power outages, and limited access to essential 

technology. These challenges significantly impact the ability of lecturers to engage with e-learning 

platforms. The findings underscore the need for robust internet and power infrastructure improvements 

to ensure a more stable e-learning environment. Enhanced connectivity and reliable electricity are 

fundamental to minimizing disruptions and facilitating consistent online education.  

Moreover, the study highlights a substantial gap in training and institutional support, exacerbating the 

difficulties lecturers face. Comprehensive training programs and dedicated technical support are critical 

to equipping lecturers with the skills to navigate online teaching tools effectively. Addressing these 

issues requires a multifaceted approach, including investing in technology infrastructure, promoting 

renewable energy solutions, and expanding training and support systems. By implementing these 

strategies, Nigerian higher education institutions can enhance the effectiveness of e-learning platforms 

and provide a more conducive environment for both lecturers and students. 

 

5. Conclusion  

This study highlights significant challenges faced by lecturers in Nigerian higher education institutions 

when adopting and using online learning platforms. Key issues identified include unreliable internet 

connectivity, inconsistent power supply, and inadequate access to technology, which disrupt the 

continuity and quality of online education. These challenges are exacerbated by insufficient training and 

a lack of institutional support, hindering the effective integration of e-learning. Insights from related 

research provide valuable context for understanding these issues. Karakose et al. (2022) emphasize the 

shift in digital addiction research towards smartphone and social media addiction, which underscores the 

broader need to address technological constraints impacting online learning. Similarly, Karakose and 

Tülübaş (2023) highlight the importance of digital leadership in driving educational improvements, a 

concept that is highly relevant for enhancing e-learning in Nigeria. The persistent challenges with 

MOOCs, such as high dropout rates and reduced user engagement noted by Papadakis (2023), align with 

the issues observed in Nigeria and suggest that addressing these challenges is crucial for effective online 

learning.  

Furthermore, Lavidas et al. (2023) identify perceived usefulness and ease of use as critical factors for the 

adoption of e-learning systems like Moodle, suggesting that enhanced training and technical support are 

necessary. Lavidas et al. (2022) also highlight factors affecting web survey response rates, which are 



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important for designing effective surveys to assess online learning challenges. To address these issues, 

this study recommends several strategies: enhancing internet and power infrastructure, expanding 

training programs, and improving technical support for lecturers. Developing a comprehensive support 

system that includes regular training, and robust technical assistance is essential for improving the 

adoption and effective use of e-learning platforms. The findings underscore the urgent need for targeted 

interventions to overcome these barriers. By implementing these strategies and drawing on insights from 

relevant research, Nigerian higher education institutions can better support their lecturers and students, 

ultimately fostering a more resilient and impactful educational framework. 

 

6. Implications of the Study 

The study’s findings underscore critical implications for e-learning adoption in Nigerian higher 

education. Key challenges include unreliable internet connectivity, frequent power outages, and limited 

resource access, which hinder teaching quality and student engagement. Addressing these 

infrastructural issues is essential for successful e-learning integration. Additionally, the lack of 

adequate training and institutional support highlights the need for ongoing professional development 

and stronger backing for lecturers. Targeted interventions, such as improving internet infrastructure, 

investing in renewable energy, and enhancing training programs, are vital for creating a more reliable 

and effective e-learning environment. Policymakers should consider these factors when designing 

inclusive and sustainable e-learning policies. 

 

7. Recommendations for Further Research 

Further research could explore the long-term effectiveness of interventions to improve e-learning 

infrastructure and support in Nigerian higher education institutions. Comparative studies across different 

regions in Nigeria may also provide deeper insights into how local contexts influence e-learning adoption. 

Additionally, future research could examine the role of government policy in mitigating e-learning 

challenges and how collaboration between universities and private sector organizations can enhance 

access to technology and resources. Finally, expanding research to include student-teacher interactions in 

online environments would contribute to a more comprehensive understanding of e-learning dynamics. 

 

Acknowledgment 

We would like to express our sincere gratitude to everyone who contributed to the completion of this 

study. Our most profound appreciation goes to the lecturers who participated in the interviews and shared 

their valuable insights, making this research possible. We also thank my colleagues and mentors for their 

guidance, support, and constructive feedback throughout the research process. Additionally, we thank the 

institutions that provided the necessary resources and support, enabling me to conduct this study 

effectively. Finally, we would like to acknowledge the support of my family and friends, whose 

encouragement and understanding were invaluable during this journey. 



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