The Need for Technology in Promoting Teacher Education in Nigeria through Open and Distance Learning


  • Joy Eyisi National Open University of Nigeria
  • John O. Oparaduru
  • Chinonso Okolo
  • Frank Onuh
  • Joy Eyisi Jr.
  • Philomena Elom
  • Adaobi Mac-Ozigbo


ODL, ODE, Teacher Education, NTI, NOUN


This paper considers Open and Distance Learning (ODL) as the mode of education delivery where learners and teachers need not be in physical contact. ODL possesses a high range of flexible learning environments, enhancing access to tertiary education. The paper goes further to explore how ODL is made effective in Nigeria through the use of a variety of media and technologies in providing quality education for a large number of learners in the country. Nigeria is a highly populated black nation. This paper further portrays how ODL could be used to enhance teacher education through technologies. As a result, the government alone cannot provide the basic educational needs of the teeming population within a formal classroom setting. Therefore, there is the recourse that with the help of technology, Open and Distance Learning becomes very essential. Distance education provides programmes for various levels. The paper discusses and concludes by showing how ODL promotes cost-effective pre-service and in-service teacher education in society, thus supporting school-based pre-service and continuing professional development programmes for teachers to upgrade unqualified teachers and enable qualified ones to acquire higher teaching qualifications, especially those in remote areas. This paper also sees the role technologies play in enhancing teacher education, therefore recommends that ODL or ODE institutions should pay more attention to the use of technologies in their mode of delivery than otherwise.


Cet article envisage la formation à distance (FOAD) comme un mode d'enseignement dans lequel les apprenants et les enseignants ne sont pas nécessairement en contact dans un même lieu. L'enseignement ouvert et à distance possède un environnement d'apprentissage très flexible, améliorant l'accès à l'enseignement supérieur. L'article explore ensuite comment l'ODL est rendu efficace au Nigeria par l'utilisation d'une variété de médias et de technologies pour fournir une éducation de qualité à un grand nombre d'apprenants dans le pays. Le Nigeria est une nation africaine très peuplée. Par conséquent, le gouvernement ne peut à lui seul répondre aux besoins éducatifs de base de cette population immense dans le cadre d'une salle de classe formelle. Par conséquent, le recours à l'enseignement à distance devient très essentiel. L'enseignement à distance fournit des programmes pour différents niveaux ( Diploma, NCE, BEd, BA, BSc, PGDE, MEd, etc.) à un millier de personnes dans le pays, en utilisant les capacités du matériel, des logiciels et des réseaux, ainsi que la session de contact pour promouvoir l'apprentissage à des milliers de personnes à travers le pays, en utilisant du matériel, des logiciels et des capacités de réseau, ainsi que des sessions de contact pour promouvoir l'apprentissage. L'article se termine en montrant comment l'apprentissage à distance promeut une formation initiale et continue des enseignants rentable dans la société, soutenant ainsi les programmes de formation initiale et continue des enseignants dans les écoles afin de mettre à niveau les enseignants non qualifiés et de permettre aux enseignants qualifiés d'acquérir des qualifications d'enseignement plus élevées, en particulier dans les régions éloignées.

 Mots-clés: ODL, ODE, Formation des enseignants, NTI, NOUN


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How to Cite

Eyisi, J., Oparaduru, J. O., Okolo, C., Onuh, F. ., Eyisi Jr., J., Elom, P., & Mac-Ozigbo, A. . (2021). The Need for Technology in Promoting Teacher Education in Nigeria through Open and Distance Learning. West African Journal of Open and Flexible Learning, 10(1), 79–98. Retrieved from



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