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discussions going during such disruptions. Teachers are also able to continue the
facilitation of learning, cover the curriculum in depth, check students’ understanding
of ideas and concepts, and provide feedback. We have learned that teacher roles
are changing, as learners’ engagement is enhanced by the creation of new learning
environments and as they take more decisions in the process.

On the downside, however, poor technology infrastructure and inadequate facilities
exert great pressure on the most willing students and staff, in terms of effort, time
and finance. Teachers are unable to respond to all questions and posts because of
large numbers. Also worth noting are the technology downtimes and inadequate
bandwidth problems, coupled with not having backup servers, which make us lose
data constantly. Training requirements for academic and technical staff are issues
anyone in our context must pay attention to when going in for blended learning.

Conclusion
The much talked about digital divide is a reality. In a developing country such as
Nigeria, the obstacles to educational change are myriad. They include the generic
issues of strategy, perceptions and e-readiness; human and contextual issues, and
resources of time, cost and technology. The gap can be bridged by teachers who are
daring and resourceful and students can be sources of expertise. But as has been
shown above, change is possible: we can increase students’ work hours and help
students speak English more and better, interact more and learn more independently.

References
Aborisade, PA (2009) Investigating a Nigerian XXL-cohort wiki-learning experience:
observation, feedback and reflection. Electronic Journal of e-Learning 7/3: 191–202.
Available online at www.ejel.org

Beatty, K (2003) Teaching and Researching Computer-Assisted Language Learning.
Essex: Pearson Education Ltd.

Bloor, M and St John, MJ (1988) ‘Project writing: The marriage of process and
product’ in ELT Documents: 129. Modern English Publications in association with the
British Council.
Boulton, H (2008) Managing e-Learning: what are the Real Implications for Schools?
The Electronic Journal of e-Learning 6/1: 11–18. Available online at www.ejel.org

Dudeney, G and Hockly, N (2007) How to Teach English with Technology.
Essex: Pearson Education Ltd.

Dudley-Evans, T (1984) ‘The team-teaching of writing skills’ in Williams, R, Swales, J
and Kirkman, J (eds) Common Ground: Shared Interests in ESP and Communication
Studies. ELT Documents: 117, Pergamon Press.

Graham, C (2006) ‘Blended learning systems: definition, current trends and future
directions’, in Bonk, C and Graham, C (eds) Handbook of Blended Learning: Global
Perspectives, Local Designs. San Francisco, CA: Pfeiffer.

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