ARCHITECTURE AS DISTANCE LEARNING IN NIGERIA: POSSIBILITIES, OPPORTUNITIES AND CHALLENGES.

INTRODUCTION:  

The World Conference on Education for All (WCEFA) of 1990 states among other things that “Every person – child, youth and adult – shall be able to benefit from educational opportunities designed to meet their basic learning needs..... (Article 1)” This declaration is far from being achieved in Nigeria as the current explosion in the students’ intake in most of the country’s higher institutions has become a point of concern to all lovers of educational advancement and mass literacy. Thousands of qualified candidates are struggling to enter colleges that have very little spaces for them. This invariably results into all forms of complex and dubious admission processes and those admitted are congested in large classrooms benefiting little or nothing from their lectures. As a result, most universities are now over tasked to perform duties that are unachievable with the meagre resources at their disposal. Schools of Architectural also suffered serious overpopulation as many classes are congested without adequate facilities and tutors.

OVERPOPULATION PROBLEM IN SCHOOLS: HOW SEVERE? 

This problem of overpopulation in most Nigerian higher institutions has become eye sores, especially in the Southern part.  It is now common seeing students sitting on floors, windows, and many others standing, peeping behind them to see and hear the lecturers with no success.  In most cases, there are no large halls to conveniently accommodate such a number, and where they exist, they are long, narrow, dark, and low in height that students from the middle of the class to the rear hardly see the lecturer. This at times is compounded by electricity failure causing black-out. In most cases the students are unruly, disorderly and uncooperative because of the class size. Examinations are no longer what they used to be as malpractices are now on rampage, formalised and students no longer fear being caught and when caught, resolve into violence, or threaten their lecturers.

The problem has not only resulted in low academic performance in the students, it has turned the lecturers into over-night handout sales-men and has bred most of the numerous social ills bedevilling most of our campuses and cities today.

Below in Table 1 is the latest available Universities, JAMB Applications and Admissions data. Figure 1 shows that from 1997 to 2001 the divergence between the Application and the Admission has been getting wider and wider yearly showing a rapid increase in applications but a gradual decrease in percentage admitted.  

TABLE 1: JAMB APPLICATION / ADMISSION STATISTICS, 1996-2001

SESSION	TOTAL APPLICATN	TOTAL NO ADMITTED	% TOTAL ADMITTED	Engr  and Envr  Applications	% of Engr/ Envr. On Total Appli	No of Engr/Envr Admitted	% of Engr/Envr. Admtd on Engr/Envr Appl.
1996/97	376,000	56055	14.91	57,748	15.35	8233	14.25
1998/99	417,773	78550	18.8	70,940	16.97	11786	16.60
1999/00	461,548	78550	17	82,221	17.81	11786	14.30
2000/01	775,900	50277	6.47	129,857	16.73	9090	7.00

Figure 2 below also shows that though the numbers of JAMB applications increases yearly, an average of 17% of the total JAMB Applications for UME always choose Engineering / Environmental Technology courses, and at the same time, the percentage of intake for such courses  drops sharply from 16.6% to 7.0% between 1997 to 2001.

WORLD EDUCATIONAL TREND

While these problems linger on in Nigeria, the age old traditional methods of teaching and learning are fast becoming archaic and outmoded the world over. Educational needs and events are moving faster than what such traditional methods can cope with.

The world is looking for ways of educating more people efficiently and effectively at a shorter period than before. In many parts of the world, Open (distance) education system has become “e-education” and technologically advanced that students can be taught from remote places efficiently as if the teacher and students are together. Apart from this, the technique is becoming worldwide that in a short time, any part of the world that does not adopt this system will be left behind. This will soon become the requirement for further training in many countries.

PECULIAR NATURE OF ARCHITECTURAL TRAINING.

Architecture, more than Medicine and Engineering, is peculiarly practically oriented.

It is unique in the sense that its training calls for precision, calls for patience and calls for caution to get the best out of the students. It is definitely different from other courses of training in that you need to be both artistic as well as scientific to develop architectural skill. Architecture calls for patience since the artistic aspect has to be patiently developed in each student at his/her own pace. It calls for precision in that, tiny and painstaking detailing is involved in architectural works. It calls for caution in that a half baked architect is more dangerous than a quack medical doctor since a doctor can kill only one patient at a time but an architect can kill thousands at a time like a time bomb.

Time is needed for both the teacher and the students to transfer and absorb knowledge. Since architecture involves life, care must be taken to ensure that students are properly trained under close supervision and tutelage. Architecture has never been adaptable as a correspondence course because of the above peculiar nature and the necessary supervision needed to avoid eventual danger to human life. All these have confined architectural training to the traditional realm which has become the major impediment to the adoption of distance learning in architecture.

Among all aspects to architectural training, the art is the most difficult to acquire as it needs to be developed gradually in students. There must be interaction between the students and their lecturers on one hand, and between the students themselves on the other for a collaborative learning. It is suffice to mention it here that while it is possible for candidates in Management and Literary courses to have opportunities of Open learning or get admission into University Outreach Centres and informal schools or enrol for external professional examinations, candidates in Architecture and Engineering related courses can not do so. It is not particularly possible for Architecture to be studied externally because of its peculiar nature.  If Architecture is therefore to be taught through distance learning, the above impediments of interaction, collaboration and tutelage have to be adequately addressed. This has never been easy to handle, however, with the modern applications of computing and the new horizon of multimedia projection, teleconferencing and videoconferencing through Internet in real time; the end to this problem seems appearing. When some or all of the above facilities are combined using computers, the necessary interactions and collaborations which are not possible with correspondence courses will be achievable and courses like architecture will be able to join others as distance learning.

OPPORTUNITIES IN MODERN DISTANT EDUCATION (E-LEARNING)

There are various opportunities open to modern distance education over the traditional classroom learning. As an example, E-learning can give students much greater control over their own learning experience while giving e-teachers opportunities to further meet the needs of individual students in a digital age- Wallhaus, (2000). A comparison of some aspects of conventional learning and e-learning are shown in Table 2 below:

Table 2:  A COMPARISON OF CONVENTIONAL LEARNING AND E-LEARNING

Conventional learning	E-learning
Students attend schools in their local areas  only  or attend a boarding school.	Students participate from various locations and may attend many schools at same times.
Classes are scheduled according to school hours	Students schedule their own times of accessing classes
Students are directed as to who are to work with.	Students can choose who to work with
Classes are synchronous, teachers and students interact in real time.	Classes may be synchronous or asynchronous
Learning objectives are set by the teacher and institution	Students may set their own objectives and explore their own learning needs and agendas.
Students follow a linear pattern influenced by the needs of other class members.	Students can follow a non-linear path at a pace that meets their individual needs.
Teachers work in one school	E-teachers can work in more than one schools.

Source: Adapted from Campbell(2001)

According to SAIDE (2004), Distance education can: Reach a wider student audience; for example, learners in remote locations who are unable or unwilling to physically attend a campus; provide continuing professional development for graduates, meet the demand for lifelong learning among the general adult population; involve outside experts who would otherwise be unavailable and improve access to education for women.

CHALLENGES FACING E- LEANING

While e-learning has a lot of opportunities and advantages over traditional methods of teaching and even the conventional distance learning methods, certain impediments can hamper the successful delivery of e-learning if not adequately planned for. These include:

1.       Lack of e-teachers: To teach through e-learning is basically different from any form of traditional method. E-teaching demands for e-teachers. To have been trained to teach does not imply that you can teach in e-learning. Just because teachers have teachers’ educational qualifications, does not necessarily prepare them to be e-teachers..... Campbell, (1997). The summary of it is that effective application of e-education can only take place in schools with: teachers who understand what it is to learn in an e-environment, teachers who are confident working in synchronous and asynchronous environments interacting with communities of students and peers they may never see; teachers who are able to locate and publish in a web-based environment- Healy (1999).

 2.   Lack of e-facilities: These comprises of computers, (soft and hardware), Internet, Broadband, Satellites links, Cabling, digital phones and any other information technology facilities for an intelligent community.  According to  Higgins (2002) “Underpinning the e-education strategies is the assumption that the infrastructural backbone of communications technologies such as cabling, satellite links and bandwidth is available to users”.  E-education strategic planners need to take into account these structural issues when designing flexibly delivered teaching packages. Since these facilities are very expensive, the major part of the foundation for e-learning should be laid by the governments.

3.   Lack of political will:  Since the government will be the last hope in the provision of e-learning facilities, making of friendly policies on e-learning, will be an essential factor on the success of e-learning. The lack of political-will to do the above is a sign that e-learning will result in failure. Whether e-learning will succeed in a city or country or not depends on the political-will of those in authority. In line with this is the digital level of those in authority. If the people in authority are still non-digital in their thinking or can not appreciate the goodies in such a venture, they may not have the political will to embark on such a gigantic, expensive project.

4.   Getting candidates ready as e-students:  Even when facilities are available but the students are not prepared for e-learning, the result will also be a failure. The computer awareness and the technical operability of the students in information technology is a crucial determinant of the success of e-learning. Computer application must definitely be a requirement for entering into e-learning and the students must have been prepared before the commencement of the course. As at now, this has not been so as a high percentage of the youths are not computer literate, hence, non-e-learning compliant.

5.   Digital Divides:  E-learning is an expensive education system. Without a conducive environment to reduce the cost of acquiring computer and other modern educational facilities, many would-be students will be left out. The economically disadvantaged, including those with unstable or inadequate incomes, or who rely on fixed incomes may not be able to afford e-learning if nothing is done to assist in this. E-education in the personalized western form requires ownership of expensive computing hardware and access to telecommunication systems.

6.   Energy problem:  Computers and information technology equipment run on energy. Without electricity, they will not work. This invariably means that the success of such a programme will be hampered with epileptic power supply as is the case in Nigeria. Poor energy supply will definitely frustrate both the e-teachers and e-students. Efforts should be made on making power supply more adequate and special emphasis should be directed at making this available to the rural areas as well. One way out of this is through renewable energy e.g. solar, wind, biogas etc.

POSSIBILITIES OF ARCHITECTURE AS DISTANCE LEARNING

Though the peculiarity of non-adaptability of Architecture and some other technical courses for distance learning remains a big problem, developments in Mass Communication, mainly the radio and television, have however had much impact on education, making distance learning possible; Telecommunication has produced the remote telephone and satellite systems which have turned the world into an open learning classroom. A combination of all these technologies has resulted in limitless opportunities for the educational system – Okebukola & Shabani(2004a). The hope is therefore rising on trying even Architecture as a distance learning. The most relevant techniques that are more appropriate for practical courses like Architecture include Teleconferencing, Video-conferencing and ITV all transmitted through telecommunications and enhanced by Multimedia system. With the above techniques in place, complex exercises can be simulated for easy practice and understanding. Simulation is a useful teaching strategy for illustrating a complex and changing situation -Okebukola & Shabani(2004b.

In practical works, the use of materials, equipment, and specimens are simulated and demonstrated through multimedia while assignments can be based on learners’ place of work to allow their applications.  For instance, while undergoing such a distance course, students of architecture can be attached to architectural firms where they are supervised, critiqued and guided by qualified Architects and on special occasions attend outreach centres of the school of Architecture to meet other e-students and outreach e-tutors. Apart from this, post-graduate courses in architecture as well as courses in the Architectural professional qualifications e.g. NIA PPE, can be conducted after a course of training as e-learning by the Nigerian Institute of Architects.

TOOLS FOR ACHIEVING ARCHITECTURE AS DISTANCE LEARNING

A.  COMPUTER AND DISTANCE EDUCATION:

Used in combination with any of the other technologies, computers provide limitless possibilities in information processing and information generation. When new information technologies are discussed, much attention is always focused on the computer because of its versatility. It is envisaged that most work in the very near future will be done through computers. This has made the computer technology an important subject for the educational system. Since most architectural practices can now be digitised, carrying out architectural assignments and projects will no more be a problem in distance education.

B.  THE INDISPENSABILITY OF THE INTERNET IN DISTANCE LEARNING.

Internet is a Computer-based global information system. The Internet has made it possible for people all over the world to effectively and inexpensively communicate with one another. Unlike traditional broadcasting media e.g. radio and television, Internet does not have a centralised distribution system. Instead, individuals who have Internet access can communicate directly with others on the Internet, make information available to others and find information from others with a minimum overhead cost. 

In a plain man’s language, the internet can be likened to be the virtual world brain or the world storehouse of knowledge. It is a, virtual library, virtual conference room, virtual market and virtual classroom.  Since internet can be assessed by anyone from anywhere so far the facility exists, it makes distance learning, even in architecture (which is not possible as correspondence course) possible.

In Olabisi Onabanjo University, Department of Architecture, information, instructions, lecture notes, assignments and projects are at times given as attachments to the students’ e-mail messages. A centrally maintained web page is also being opened which the students can log on to. And within the web page will be “E- Portfolio”, lectures, forum discussions that would include some of the following features. A gallery of good architectural portfolios. an on-line lectures, tests and self-assessments on how to carry out works,  interactions as well as on-line projects, supervision, critiquing and presentation.

            C.    MULTIMEDIA SYSTEM

Multimedia is the presentation of information using the combination of text, sound, pictures, animation, and video with the aid of a computer. Thoughtfully presented multimedia can enhance the scope of presentation in ways that are similar to the roving associations made by the human mind. Connectivity provided by hyperlinks transforms multimedia from static presentations with pictures and sound into an endlessly varying and informative interactive experience. Multimedia has had an enormous impact on education. Because of the visual appeal, students are motivated to learn more and therefore assimilate better.  Through multimedia presentations and programming, lectures can be made more interesting.  Architecture as a course has a lot of subjects that can be made appealing through such presentations.  For example, in Olabisi Onabanjo University we have experimented comparing using multimedia-simulated demonstrations or lectures and the traditional methods of teaching. We discovered that students are more motivated, learn, contribute and interact better using the multimedia system. Even seminars presented using multimedia  attract more attention and interests through numerous questions asked.

D.    TELECONFERENCING

Teleconferencing is a discussion through telephone and computer between two or more people in different locations who can hear or read texts but can not see one another. For example, a lecturer can teleconference his/her students who are in their hostels or homes on “Rendering techniques” to share with them the common mistakes s(he) found the students making during the usual lectures. GSM phone can be used for teleconferencing. However, this can be done with only three people, i.e. between the teacher and two students”.  Better teleconferencing through internet can connect more people than GSMs.

E.   VIDEOCONFERENCING

According to Michael (2002). Videoconferencing can be adopted as a computer based teaching technology in which moving (video) or television pictures can be transmitted synchronously in two directions through high speed digital lines so that the students from one side can see and hear their lecturer in another place and vise versa. Videoconferencing is the most real modern teaching technology that can be adopted for teaching architecture. With videoconference, perfect interaction in oral, visual, graphics and letters are possible as if you are physically present in class in ‘Real Time’. This makes it interesting, motivational and enjoyable for the students. Various learning styles can be adopted e.g. the use of video clips, animation, audio, and graphics. This is very good for architectural training because of its visual appeal.

F.    INSTRUCTIONAL TELEVISION (ITV)

Instructional television (ITV) is an effective distance education delivery system through television or video sets. ITV may be either passive or interactive. Passive ITV typically involves pre-produced programs which are distributed by video cassette or by video-based technologies such as broadcast, cable, or satellite. In contrast, interactive ITV provides opportunities for viewers’ interaction, either with a live instructor or a participating student site. For example, two-way television with two-way audio allows all students to view and interact with the teacher (Lochte, 1993). At the same time, cameras at remote sites allow the teacher to view all participating students. It is also possible to configure the system so that all students’ sites may view one another.

CONCLUSION AND RECOMMENDATIONS.

This paper has looked into how the age old traditional methods of teaching and learning are fast becoming archaic and outmoded and how this has particularly affected the training of architects.  Conditions in our higher institutions are now becoming pathetic as more and more prospective students are turned back yearly and those admitted are congested in large classrooms benefiting little or nothing from their lectures. Data from the JAMB office shows that Nigerian higher institutions may no more cope with the number of intakes into them. And since the trend in the world education is to educate more persons within a short time so that nobody is denied qualitative education, e-education is the only answer left. But while it is possible for candidates in Management and Literary courses to have admission opportunities into Open learning, Universities’ Outreach Centres or enroll for external professional examinations, candidates in Architecture can not do so. The computer based educational technologies is seen to offer solutions to several of these perennial problems. In the above view, some of these computer/internet based technologies, the multimedia projection, teleconferencing, the videoconferencing, and the Instructional Television have been briefly discussed in this paper and recommended. However, in order to fully achieve success in teaching architecture as distance learning, the following recommendations at a three hierarchical levels are inevitable.

Departmental level: Departments should assist in producing e-teaching resources to the lecturers. Lecturers should be trained to improve their skill in computing and other new educational technologies. Computer application should be made a prerequisite for all the departmental courses. Special computer training in specific software areas should be organized for lecturers.

Institutional Level: All higher institutions should invest in IT, Internet, broadband, cabling and fiber optic facilities. Higher institutions can have outreach centres as cyber cafés where online students receive lectures. Computer literacy should be a condition for employing staff into higher institutions. Computerize every office, departments and every activity in the school. Make computer facilities available to all lecturers. Nigerian Institute of Architects should take a lead by re-training their members through e-learning. Advanced post graduate course can be introduced by the institute through e-learning.

National Level:   The government should provide all the impetus to make online studies easy for interested candidates. Government should fund and provide computer facilities in all secondary schools so that those in the remote parts of the country who are mostly affected can also enjoy such preparation from their school certificate level. Government should encourage proliferation of computer assembly in the country to make it cheap. Tariffs on educational facilities should be removed to make them affordable. Government should assist Universities to develop to their full capacity and potentials especially on e-learning. And finally, since energy is of paramount importance to run computers, remote schools that are outside the national power grids should be assisted with appropriate renewable energy e.g. solar, wind, tidal, biogas etc.

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