Suleiman A. Ahmad, College of Education Azare, Nigeria
Isyaku M. Abdullahi, College of Education Azare, Nigeria
Muhammad Usma, Gombe State Polytechnic Bajoga, Nigeria
Published: August 2015
Citation: Ahmad, S. A., Abdullahi, I. M., & Usma, M. (2015). General Attitude and Acceptance of Holography in Teaching Among Lecturers in Nigerian Colleges of Education. IAFOR Journal of Education, 3(SE). https://doi.org/10.22492/ije.3.se.09
E-learning is a byproduct of instructional design. Thus online learning designers, in their approaches are expected to be familiar with the epistemological underpinnings of several theories and their consequences on the process of instruction. In the same vein constructivism holds assumptions, that learning is an active process whereby the learner constructs knowledge base on experience. Secondly, learning occurs when there is disequilibrium. It therefore takes place in a social context. Recently, technological developments are playing an important role in improving the educational process especially the integration of holographic presentation in the area. A hologram is a three-dimensional record of the positive interference of laser light waves. Teacher training in virtual holographic classrooms could help the new teachers adapt to a real problematic classroom with such tools. Nigeria being one of the moderately growing economy and a successful and relatively stable democracy, educational development is always on the increase due to commitment of government in the area. Holography is a virgin area in the Nigerian educational mindset. Colleges of education in Nigeria are basically teacher training institutions. Teachers are the backbone of education every development. This brought about the need of this study to investigate on the perception, appreciation attitude as well as acceptance of holography in teaching among the academicians in colleges of education in the Nigerian context. This study therefore in a small sample of 100 teachers survey opinions and reported the results in a descriptive statistics as well as variance (t-test and ANOVA) with regards to gender and designation. On the scale of structural equation modeling (SEM) tool and SPSS regression analysis as well, it presents the actual model of the modified technology acceptance model TAM. The finding indicates less positive attitude and less general acceptance of the holographic system in the teaching processes by teachers in the Nigerian College of Education.
TAM, holography, teaching, colleges, Nigeria