The influence of internet-based learning on students’ academic independence in tertiary institutions in Dutse Central LGA, Jigawa State
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- NGN 5000
Background of the Study:
Internet-based learning has emerged as a pivotal component of modern education, particularly in tertiary institutions where academic independence is essential. In Dutse Central LGA, Jigawa State, digital learning platforms empower students to take charge of their educational journeys by providing flexible access to a wide range of online resources, interactive modules, and virtual libraries (Ahmed, 2023). This shift toward self-directed learning is transforming traditional classroom dynamics by promoting skills such as time management, critical thinking, and independent research. Internet-based learning facilitates a student-centered approach where learners engage with content at their own pace, fostering an environment of autonomy and lifelong learning. As institutions increasingly rely on digital tools, the emphasis on academic independence becomes even more critical. However, challenges such as digital distractions, uneven access to technology, and the need for high levels of self-discipline can impact the effectiveness of internet-based learning (Bello & Musa, 2024). In addition, disparities in digital literacy and infrastructural limitations may hinder some students from fully capitalizing on these opportunities (Suleiman, 2023). This study aims to examine how internet-based learning influences academic independence in tertiary institutions by exploring the benefits, challenges, and strategies that can foster self-reliant learning practices. The research will draw on theoretical frameworks that emphasize student autonomy and active learning, providing insights into the role of digital technologies in shaping modern educational experiences.
Statement of the Problem:
Despite the potential benefits of internet-based learning in promoting academic independence, tertiary institutions in Dutse Central LGA face several challenges that limit its effectiveness. Many students encounter obstacles such as inadequate digital infrastructure, unreliable internet connectivity, and a lack of training in self-regulated learning strategies, all of which inhibit the development of true academic independence (Adamu, 2023). While digital platforms offer extensive resources and flexibility, disparities in access and digital literacy create uneven outcomes among students. Some learners benefit significantly, developing robust independent learning skills, while others remain dependent on traditional instructional methods. Moreover, the absence of direct instructor oversight in online settings can lead to issues with time management and content retention. These challenges highlight the need to systematically assess the factors that affect academic independence in internet-based learning environments. This study seeks to investigate these issues comprehensively, identifying both the obstacles and enablers of independent learning in tertiary institutions in Dutse Central LGA, and proposing strategies to enhance academic self-reliance.
Objectives of the Study:
– To examine the impact of internet-based learning on academic independence among tertiary students.
– To identify the challenges hindering the development of academic independence in digital learning environments.
– To propose strategies to enhance the effectiveness of internet-based learning in fostering academic independence.
Research Questions:
– How does internet-based learning influence students' academic independence in tertiary institutions?
– What challenges do students face in developing academic independence through digital learning platforms?
– What strategies can improve academic independence in internet-based learning environments?
Research Hypotheses:
– H1: Internet-based learning positively influences the development of academic independence among tertiary students.
– H2: Inadequate digital infrastructure negatively impacts students' ability to achieve academic independence.
– H3: Enhanced digital literacy is associated with higher levels of academic independence in online learning environments.
Significance of the Study:
This study provides valuable insights into how internet-based learning influences academic independence in tertiary institutions in Dutse Central LGA. The findings will help educators and policymakers develop targeted interventions to enhance digital learning environments and support self-directed learning. By addressing the challenges that impede academic independence, the research contributes to fostering a culture of lifelong learning and improved educational outcomes, thereby preparing students for the demands of the modern workforce (Garba, 2024).
Scope and Limitations of the Study:
Limited to the topic only.
Definitions of Terms:
• Internet-based Learning: The use of online platforms and digital resources to facilitate education.
• Academic Independence: The ability of students to manage their own learning processes autonomously.
• Digital Literacy: The competence to use digital tools effectively for educational purposes.
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