INFORMATION COMMUNICATION TECHNOLOGY INTEGRATION AND QUALITY ASSURANCE: PREDICTORS OF SELF-DIRECTED LEARNING SKILLS IN DISTANCE EDUCATION IN NIGERIA

Abstract

This study investigated the predictive roles of ICT
integration and quality assurance practices on the self
directed learning (SDL) skills of distance learners in
Nigeria. Using Garrison's community of inquiry model
and Knowles' theory of andragogy as theoretical
frameworks, the study adopted a correlational survey
design involving 284 selected undergraduate students
from National Open University of Nigeria (NOUN)
study centres. A structured, validated questionnaire was
used to collect data on ICT integration, quality
assurance, and SDL skills. Descriptive statistics,
Pearson correlation, and multiple regression analyses
were employed for data analysis. Findings revealed that
ICT integration had a significant positive correlation
with SDL (r = .53, p < .005), and quality assurance also
showed a strong positive relationship with SDL (r = .49,
p < .005). Multiple regression analysis indicated that
both ICT integration and quality assurance jointly
predicted SDL skills (R² = .44, F (2, 281) = 111.58, p <
.005). ICT integration (â = .39, p < .005) emerged as a
slightly stronger predictor than quality assurance (â =
.36, p < .005). The results underscore the critical roles
of institutional support and digital capacity in promoting autonomous learning among distance
learners. The finding suggests that Nigerian remote
education institutions and policymakers should spend
money on improving digital infrastructure, making
sure that quality assurance standards are always
followed, and giving distance learners frequent
training in digital skills to let them learn on their own.