Mobile learning security concerns from university students' perspectives

PurposeThe onus of this study was to find out the role played by virtual learning environment factors on students' satisfaction during the COVID-19 period in Nigeria. A survey was carried out on students in higher education institutions in Nigeria to actualize this purpose.Design/methodology/approachSimple random sampling techniques with the aid of Krejcie and Morgan's (1970) sample determinant and the Snowball sampling technique were adopted to sample 270 students in higher education institutions in Nigeria. An adapted questionnaire was used. Cronbach alpha coefficients were calculated for the two sections of the independent and dependent variables. Virtual learning environment factors yielded 0.89, while students' satisfaction yielded 0.87. Data were analyzed using descriptive statistics, Pearson product–moment correlation, two-way ANOVA and linear regression analysis.FindingsThe results of the ANOVA, F (df 4, 265) = 50.905, p < 0.000, indicate a statistically significant relationship (stronger than 0.05) between the independent variables (virtual learning environment factors) and the dependent variable (students' satisfaction). It was found among others that instructors' support and collaboration factors predicted students' satisfaction with virtual learning experiences during the COVID-19 period.Originality/valueVirtual learning during COVID-19 caught both lecturers and students unprepared. Most developing countries especially Africans were used to the traditional face-to-face learning, more so, the use of virtual means to learn was still at a nascent stage. This study, therefore, contributed to the role of the learning environment in virtual learning satisfaction.

<p><em>This paper presents a conceptual review on student plagiarism focusing mainly on International postgraduate Nigerian students. The aim of this review is to provide an insight to issues that relate to the concept, which will present information for the Higher Education Institutions in Nigeria and those overseas where the students decide to further their studies. The paper reviews studies on eight themes: the origin of plagiarism, forms of plagiarism, possible consequences of student plagiarism, general views on student plagiarism, possible causes of student plagiarism, Methods of detecting, deterring and mitigating student plagiarism, and proposed solutions.</em></p><p><em>The author concluded that a lot of Nigerian students struggle with the right perception of plagiarism and in most cases, do not understand the long-term consequences, besides the implementation of a holistic approach at managing student plagiarism, the higher institutions need to monitor and evaluate results and adapt measures to the institutional context. Also, there is a need for overseas universities to adjust their management framework in a way that will cater for international students. In addition, there is needfor more empirical studies to be carried out in Nigeria and other African Higher institutions.</em></p>

Online Lectures in Higher Education Institutions in Nigeria During the COVID-19 Pandemic: Challenges and Prospects

This study examines the impact of artificial intelligence adoption in recruitment on both organizational and individual outcomes, specifically focusing on positive organizational shock and career development. It also examines the moderating roles of emotional intelligence and family support, and the mediating effect of positive organizational shock on the relationship between artificial intelligence adoption and career development. A quantitative study took place in April among 400 human resource practitioners in higher education institutions in Nigeria. The study employed Partial Least Squares for Structural Equation Modelling to analyze the relationships between the constructs. The findings revealed that artificial intelligence adoption in recruitment significantly enhances positive organizational shock, which in turn positively influences career development.

The study examined the influence of admission criteria on access to higher education in Nigeria. This investigation was prompted by a recent surge in the number of candidates who were denied admission to universities. Data on admissions from various higher education institutions in Nigeria, spanning the years 2015 to 2022, were collected and analyzed, focusing on gender, region, and type of institution. Both descriptive and inferential statistics were employed in the analysis. The findings revealed that many Nigerian universities overemphasized admission criteria due to high demand, a trend less pronounced in polytechnics and colleges of education. Moreover, disparities in access to higher education were noted based on gender, region, and institution type. The study recommended that stakeholders enhance the capabilities of colleges of education and polytechnics, and called on universities, particularly in southwestern Nigeria, to adopt a more equitable approach to their admission criteria.

This paper is on lecturer"s bits of smiles: Strategies of creating students invitation to learn in higher educational institutions in Nigeria. Descriptive survey research design was used for this study. Imo State University Owerri, is Among Universities in Nigeria. However, Imo State University Owerri was the university where the population and sample size of this study was selected. One research question and one hypothesis guided this study. Population of this study is 8,000 which comprised 4,500 males and 5,500 female students of Imo State University Owerri. Stratified random sampling technique was used to select 20 male students each in social science education and life science education department departments. On the other hand, 26 female students each were selected from political science and economics departments, which gave sample size of 92 students as sample size. Researcher developed questionnaire title” lecture's bits of smiles: Strategies of creating students invitation to learn in higher educational institutions in Nigeria” was used, with four rating scale of strongly agree, agree, dis agree and strongly disagree. The instrument was validated by two specialists in Business Education, Madonna University Nigeria, Okija Campus, Anambra State. Cronbach alpha statistics was used to determine the reliability coefficient of this study at 0.78 and 0.97, which shows that the instrument was reliable for use on this study. The instrument was administered to the respondents with the help of two research assistants. Data collected were analyzed using mean and standard deviation. Chi Square -test of independent was used to test the hypotheses. Findings from this study revealed that lecturer’s occasional smiles create students engagement to learn. It was recommended from this study that lecturer’s should have open mindedness to students. This would enable students explain their learning difficulties to lecturers and seek learning solutions from them.

In order to manage the demands of university studies, research suggests that university students should possess efficient self-regulated learning (SRL) skills. The use of mobile learning is believed to enhance SRL skills. Yet, despite the potential benefits of mobile learning, many first-year students encounter challenges in using mobile devices to foster self-regulated learning skills. It is against this backdrop that this study aimed to examine how first-year medical students utilisee mobile learning to foster self-regulated learning. This study employed a Explanatory Sequential Study Design , combining both quantitative and qualitative data. It used the interpretativist and pragmatic paradigms to understand how students perceive and use mobile devices for self-regulated learning. The interpretivist paradigm focused on understanding students’ perspectives, while the pragmatic paradigm aimed to identify effective ways of using mobile devices to promote self-regulated learning. Participants to this study were first-year medical students. The mixed-methods approach aimed to provide a comprehensive understanding of the research problem by collecting data through various methods. Questionnaires gathered quantitative data, while participatory observation, reflective workshops, and focus group discussions provided qualitative data. The theoretical frameworks that guide the study include the Unified Theory of Acceptance and Use of Technology model (UTAUT) (Venkatesh et al., 2003) and Vygotsky's (1978) socio-cultural theory (SCT). The study findings revealed that mobile devices were used by first year medical students to manage and control their learning, both inside and outside the classroom. Notably, significant improvements were observed in cognitive learning strategies, metacognitive self-regulation strategies and resource management learning strategies, including time management. Additionally, the study found that first-year medical students had a positive perception of mobile learning. Furthermore, mobile devices were generally perceived as enablers of self-regulated learning (SRL), providing flexibility, convenience, and access to diverse learning resources. However, distractions and interruptions posed challenges to focus and attention. To mitigate these challenges, strategies such as device management and setting boundaries were suggested. Moreover, first-year medical students expressed the need for support in developing SRL through mobile learning. Guidance in selecting effective mobile applications, opportunities for collaborative learning, and technological skill training were identified as essential forms of support. The study thus recommends integrating mobile learning into curricula to enhance self-regulated learning skills in higher education students, especially among first-year students. Higher education institutions should establish deliberate policies and initiatives for mobile learning programs, especially for first-year students. Educators should offer guidance and training on using mobile learning tools effectively, including information searching skill. However, students should be cautious about distractions from the use of mobile devices.

Purpose The purpose of this study is to explore the mediating role of self-confidence in the relationship between the constructs of the theory of planned behaviour (TPB) (i.e. attitudes towards behaviour [ATB], subjective norms [SN] and perceived behavioural control [PBC]) and the entrepreneurial intentions (EIs) of hospitality management students. Design/methodology/approach This study adopted a quantitative approach. A self-reported questionnaire was used to collect data from a randomly selected sample of 126 hospitality management students from two federal polytechnics in Nigeria. To test the hypotheses formulated, partial least squares structural equation modelling was performed using SmartPLS software. Findings The results indicated that ATB and PBC had significantly positive links with EIs. The link between SN and EIs was only positive but not statistically significant. Further analysis showed that self-confidence had a significantly positive link with EIs and mediated the relationships between ATB and EIs and between PBC and EIs. Practical implications The findings have policy and practical implications for governments, policymakers and administrators of higher education institutions in Nigeria and other countries. Originality/value To the author’s best knowledge, this is the first study to provide empirical evidence of the mediating effect of self-confidence on the relationship between the TPB constructs and students’ EIs. Theoretically, the findings of this study lend credence to the applicability of the TPB in predicting students’ EIs across different contexts. More importantly, this study has modified the TPB by demonstrating that the effectiveness of the TPB constructs in influencing EIs depends on the degree of self-confidence that prospective entrepreneurs possess.

Purpose: The aim of the study was to investigate the ethical issues in artificial intelligence adoption in African higher education institutions. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Ethical concerns surrounding the adoption of Artificial Intelligence (AI) in African higher education institutions reveal key findings from recent studies. These include issues of data privacy, transparency in AI algorithms, and ethical implications in decision-making processes. Universities in Africa implementing AI technologies must navigate challenges such as ensuring ethical data handling and maintaining transparency in AI systems. Unique Contribution to Theory, Practice and Policy: Ethical frameworks in AI adoption, critical theory & ethics of care may be used to anchor future studies on the ethical issues in artificial intelligence adoption in African higher education institutions. Embed ethics education into AI courses and training programs across African universities. Equip students, educators, and AI developers with the knowledge and skills to identify, analyze, and address ethical dilemmas associated with AI technologies. Develop and enforce clear, context-specific AI ethics policies and regulatory frameworks at national and institutional levels. These policies should outline guidelines for data management, algorithmic transparency, and ethical review processes.

This study investigates the design and performance of a hybrid solar-wind energy system optimised for the electricity needs of Nigerian universities. In response to widespread grid unreliability, escalating diesel fuel costs, and the pressing need for sustainable energy solutions in the education sector, a decentralised hybrid configuration was modelled and simulated using HOMER Pro and MATLAB/Simulink. The system integrates photovoltaic modules, wind turbines, and lithium-ion battery storage to ensure uninterrupted energy supply across a typical 24-hour academic cycle. Simulated weather and load profiles were developed based on regional climatic data and institutional energy consumption patterns. Results indicate that the hybrid system reliably met a daily energy demand of 3,840 kWh, achieving 100% renewable fraction and zero unmet load. Solar PV contributed significantly during daylight hours, while wind generation ensured supply during early morning and night-time periods. The battery storage system operated within a safe state-of-charge range (71%–100%), ensuring system stability and extended battery life. The diesel generator remained inactive throughout the simulation, leading to zero operational emissions. The calculated levelised cost of energy (LCOE) was $0.148/kWh, demonstrating cost competitiveness when compared to diesel-based systems commonly used in Nigerian campuses. The findings affirm that hybrid solar-wind systems are technically feasible, economically viable, and environmentally sustainable for higher education institutions in Nigeria. The proposed framework offers a scalable, replicable solution capable of enhancing energy security, reducing operational costs, and supporting national energy transition goals.

The constitutional provisions for education and the place of educational financing, all over the world, fall within the framework of the legal order. In Nigeria, financing of higher education has evoked dramatic, as well as ideological and political confrontations in the last two decades or so. The rationale sustaining this argument is compelling. A quality education, beginning with primary education, is fundamental to endow individuals with the capacity to successfully pursue their private goals, while at the same time equipping them with the knowledge and skills, as well as the values and attitudes, necessary to contribute effectively to the economic, social, and political development of their societies. All these require adequate financing of education at all levels. However, of all the problems facing Nigerian educational system today, none is more agonising and persistent as the dwindling financing of education, especially at the tertiary level. This paper, therefore, examines the weakness of higher education institutions (HEIs) in Nigeria in terms of their financial resource base. The paper relies on primary and secondary data to highlight inadequate funding as the primary factor in the myriads of challenges that have crippled HEIs from achieving their goals. The paper suggests methods of increasing the financial strength of these institutions towards improving the quality of higher education in Nigeria.

This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.

Through the advancement of mobile technology and their increasing affordability, mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The purpose of this mixed-methods study was to investigate how undergraduate students are using mobile devices for learning both inside and outside the classroom and how actual student use compares to faculty perceptions of student use. Faculty and student perceptions regarding the impact that the use of mobile devices would have on student learning, participation and engagement were also examined. Finally, the study explored the potential for adoption of mobile device use in the classroom. Data were collected through a survey administered to university faculty and undergraduate students and through interviews conducted with representative samples from both groups. Results suggest that faculty perceptions about student use do not match actual student use of mobile devices. While faculty believe students are primarily using mobile devices to socialize, students report that they are performing a wide variety of educational tasks. Although some instructors ban the use of mobile devices in the classroom and prefer mobile learning to remain outside the classroom, students believe that a more formal use both inside and outside the classroom could be beneficial. Students seem more ready to adopt the use of mobile devices for learning while faculty are concerned that devices may be distracting and limiting.

Though COVID-19 pandemic came with lockdowns that made it difficult for physical conferences, seminars, workshops, and lectures to be attended; yet it opened-up opportunities for virtual meetings. Barring challenges such as data cost and disruptions in internet accessibility, the absence of clear-cut guidelines for determining preferred virtual meetings by the appointments and promotions committees of Nigerian higher education institutions (HEIs) poses the dilemma of attendance at predatory ones by academics. This study utilised the interpretive research paradigm to unpack two assumptions and seven mutually inclusive criteria that could guide virtual learning platforms for human capital development in HEIs in Nigeria. The findings of this study are expected to trigger discourses as well as deliberate interventions on the criteria for e-conferences and webinars by appointments and promotions committees of HEIs in Nigeria even as more studies are required to expand and validate the established assumptions and criteria.

Nurses Need Training and Policies to Address Barriers to Use of Mobile Devices and Apps for Direct Patient Care in Hospital Settings