1. GROUP 9
ICT (Information Communication Technology) is
defined as computer based tools used by people to work
with the information and communication processing
needs of an organization.
By itself, information and communication
technologies (ICTs) literacy rate have become key tools
that has a revolutionary impact of how we see the world
and how we live in it.

2. ICT literacy is the capability (knowledge, skills and
aptitude) of a person to identify, search effectively and
present specific information in order to build knowledge
and develop critical and creative thinking pertinent to a
field of study. This phenomenon has given birth to the
contemporary and advances in our ways of life. ICTs are
having a revolutionary impact on educational methodology
both at conventional and distance education levels
globally. However, this revolution is not widespread and
needs to be strengthened to reach a large percentage of
the population (Mac-Ikemenjima, 2005).

3. DISTANCE LEARNING
Distance education, also called open or
distance learning is a form of education which there is
normally a separation between teachers and learners.
Distance learning is a form of delivering education and
instruction, often on an individual basis, to students
who aren’t physically present in a traditional setting
such as a classroom. Distance learning provides access
to learning when the source of information and the
learners are separated by time and distance, or both.
Distance learning can also be refer to as a type
of education, typically college level, where students
work on their own at home or at the office and
communicate with faculty and other conferencing,
chat rooms, bulletin boards, instant messaging and
other forms of computer based communication.

4. INSTRUCTIONAL COMMUNICATION FUNCTION
 Computer Assisted Instruction (CAI)
 Computer Managed Instruction (CMI)
 Computer Aided Design (CAD)
 Programming and Problem solving.
Computer Assisted Instruction (CAI): It is the term
used to describe the use of computers to provide
instruction to students by stimulating teaching and
learning situation. (Abimbola, 1988), opportunities in the
classroom are in the area of drill and practice, stimulation,
demonstration, designing, data collection, analysis and
games.

5. Computer Aided Design (CAD): This is another
dramatic use of computer in the classroom. In recent
years, CAD system has evolved dramatically and now
offers a variety of 3-dimensional and modeling and
visualization features. With computer, images can be
rendered completely from a 3D description of a
building, with shadows, shading, texture and reflections
added.
Programming: computer programming is the art
of concerning a problem in terms of the steps to its
solution and expressing those steps as instructions for
the computer system to follow.
Problem solving: Computer is invading the
educational system in a way unparalleled in previous
education history.

6. DIFFERENCES BETWEEN BROADCAST RADIO AND AUDIO
TELECONFERENCING
Broadcasting is otherwise known as webcasting via
the web from one source to many individuals. While
teleconferencing means meeting through a
telecommunication medium, it is a generic term for
linking people between two or more locations by
electronics.
Teleconferencing refers to “interactive electronic
communication among people located at two or more
different places, a teleconference or teleseminar is the
live exchange and mass articulation of information among
several persons and machines remote from one another
but linked by a telecommunication system. Terms such as
audio-conferencing, telephone conferencing are also
sometimes used to refer to teleconferencing.

7. Broadcast Radio is a one way wireless
transmission over radio waves intended to reach a wide
audience. While audio teleconferencing involves the
live/real time-exchange of voice messages over a
telephone network.
Broadcast radio stations can be linked in radio
networks to broadcast syndication or simulcast or both,
while audio teleconferencing has to do with the process
of holding a meeting via telephone-hookup.
ONLINE TECHNOLOGIES FOR DISTANCE LEARNING
Distance learning fall into two main categories of
technology, namely:
1. Synchronous Learning
2. Asynchronous Learning

8. Synchronous learning: In synchronous
learning, all participants are present at the same
time. In this regard, it resembles traditional
classroom teaching methods despite the
participants being located remotely. It requires a
time table to be organized. Web conferencing,
video conferencing, educational television,
instructional televisions are examples of
synchronous technology. As are direct-brand cast
satellite (DBS), internet radio, live streaming,
telephone, and web-based VoIP, online meeting
software such as Adobe connect has helped to
facilitate meetings in distance learning course.

9. Asynchronous learning: Participants access
course materials flexibly on their own schedules.
Students are not required to be together at the
same time. Mail correspondence which is the
oldest form of distance education is an
asynchronous delivery technology, as are message
board forums, e-mails, video and audio
recordings, print materials, voice mail and fax.

10. RELEVANCE OF ICT IN DISTANCE LEARNING
Unquestionably, ICTs has impacted on the
quality and quantity of teaching, learning, and
research in distance education. Therefore, ICT
provides opportunities for distance education
students, academic and non-academic staff to
communicate with one another more effectively
during formal and informal teaching and learning
(Yusuf, 2005).
Distance education serves as alternative in
order to provide some relief and can sometimes
save students a significant amount of money as
opposed to traditional education. With the help of
ICT, distance education help to save students a
considerable amount financially by removing the
cost of transportation and or accommodation.

11. Influence of ICT in distance saves students
from the economic burden of high priced course
textbooks. Many textbooks are now available as
electronic textbooks, known as e-textbook which can
offer digital textbooks. ICT in distance
education provides equal access regardless of socio-
economic status or income, area of residence,
gender, race, age or cost per students.
It is a flexible medium of instruction
adaptable to any educational level. For instance,
young students can be taught through this system to
acquire a high school certificate requirement for
University entry, just as an adult or a school teacher
can be trained using the electronic distance learning
system to acquire higher qualification.

12. ICT in distance education assist students
to promote good learning experiences and
thereby, allow students to obtain higher
satisfaction with their online learning. For
example, students can review their lessons more
than manipulate the coursework to fit their
learning by focusing more on their weaker topics
while breezing through concepts that they
already have or can easily grasp.
ICT in distance learning opens up
educational opportunity to those who because of
distance, physical inadequacies, and work
commitments cannot make them available for a
normal schooling.

13. ICT in distance learning introduced new
pedagogy on a large scale primarily because the
technical capacity provided by technology that
is, conferencing and others to address
traditional barriers to education.
It is relatively cheaper when compared
with normal school system due to the fact that
certain hinge overheard outlays are not
incurred. For instance, to eliminates building of
physical structures to the minimum and also
reduces considerably the number of teachers to
be employed to adequately cater for students.

14. Therefore, effective manpower training is
crucial using ICTs, because ICTs are tools that on
the one hand can facilitates human resources
development, and on the other hand, helps us to
take full advantage of the potential of technology
to enhance quality student learning via distance
education (UNESCO, 2003).

15. SOME OF THE CHALLENGES OF ICT IN DISTANCE
LEARNING
According to Yusuf (2006, pp. 22-29),
successful distance education cannot be assured
without the use of effective communication and
technological tools (e-mail, fax, Internet,
television, radio, etc.).
There is a shortage and high cost of
equipment, software and information compared
to situations in the industrialized nations.
Perhaps, another most serious challenge facing
distance education at this level in Nigeria is the
need for the integration of new ICT literacy
knowledge into academic courses and
programmes.

16. Similarly, according to UNESCO (1998), efforts to
improve ICT access in Africa have been hampered by a
number of factors; these are summarized as follows:
• prospective ICT users that have the expertise,
competence and equipment to benefit from access
to electronic information networks are minute in
number.
• the shortage and high cost of equipment, software
and information compared to situations in
industrialized nations.
• the lack of reliable and accessible physical
telecommunications infrastructure;
telecommunications monopoly, associated with
overly restrictive regulations and high costs.
• lack of interregional networking and cooperation
amongst national universities and international
institutions.

17. REFERENCES
Federal Republic of Nigeria (2004). National policy in
education (4th Ed.). Lagos: NERDC
Press.
Ifinedo, P. (2006). Acceptance and Continuance Intention of
Web- Based Learning Technologies (WLT)
among University Students in a Baltic
Country. The Journal of Information Systems in
Developing Countries, Vol. 23 (6), 1-20.
Mac-Ikemenjima, D. (2005). e-Education in Nigeria:
Challenges and Prospects. paper
presentation at the 8th UN ICT Task Force
Meeting April 13-15, 2005 Dublin, Ireland.
UNESCO, (2003). “Manual for Pilot Testing the Use of
Indicators to Assess Impact of ICT Use in
Education.” Retrieved 101/02/2006 from
http://www.unescobkk.org/education/ict/resource

18. UNESCO, (2003). “Manual for Pilot Testing the Use of
Indicators to Assess Impact of ICT Use in
Education.” Retrieved 101/02/2006 from
http://www.unescobkk.org/education/ict/resource
UNESCO (1998). “Harnessing Information Technology for
Development in Africa”
Retrieved04/06/2006fromwww.unesco.org/educat
ion/educprog/Iwf/doc/IAI.html.
Yusuf, M. O. (2005). Information and Communication
Technologies and Education: Analyzing the Nigerian
National Policy for Information Technology.
International Education Journal Vol. 6(3), 316-321.
Yusuf, M. O. (2006). Problems and Prospects of Open and
Distance Education in Nigeria. Turkish Online
Journal of Distance Education, Vol. 7(1), 22-29.