An Investigation into Learners’ Preference and Inhibitors of the Use of E-Learning Tools in Tertiary Institutions


  • Folasade Esther Jimola Ekiti State University, Nigeria
  • Foluso Florence Adeleke Ekiti State University, Nigeria



Technological Tools, Asynchronous and Synchronous (A/Synchronous), Preference, Inhibitors, Tertiary


Several studies have examined the effectiveness of asynchronous and synchronous e-learning tools on students’ learning but these studies did not investigate learners’ preference and inhibitors of the use of a/synchronous e-learning tools. Learners in tertiary institutions make use of asynchronous and synchronous tools for either academic or non-academic purposes or even for both purposes. It is therefore necessary to consider which of these technological tools students prefer, why they prefer them and constraints inhibiting them from using these technological tools. To actualize this aim, an empirical study of the descriptive research design of survey type was employed. A total sample of 300 respondents of Higher National Diploma from a polytechnic was randomly selected for the study. The findings showed that Skype, Video conferencing and Audio-conferencing are the most preferred synchronous e-learning tools while Whatsapp, Facebook, and YouTube are shown as the most preferred asynchronous e-learning tools. Respondents revealed that they prefer asynchronous e-learning tools because asynchronous e-learning helps students learn and interact with peers and lecturers who are in remote areas at their convenience and they prefer synchronous e-learning tools because synchronous e-learning fosters collaboration and real-life interaction among learners. Factors inhibiting the use of a/synchronous e-learning tools were discussed in the study. This study therefore gave some recommendations that could be useful for concerned stakeholders.


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How to Cite

Jimola, F. E., & Adeleke, F. F. (2022). An Investigation into Learners’ Preference and Inhibitors of the Use of E-Learning Tools in Tertiary Institutions. Canadian Journal of Educational and Social Studies, 2(3), 50–64.