1 Introduction

This paper reports on the usefulness of computer skills for enhanced teaching and learning among lecturers within an open-distance e-learning (ODEL) framework. Universally, ODEL is not a new phenomenon, except in some develo** nations that are yet to embrace its practice in their institutions. ODEL is a widely acknowledged approach, although it is still gaining attraction in certain develo** nations that have yet to fully adopt it within their educational institutions. ODEL involves the utilisation of digital technologies and other facilities, to access and make optimal use of online educational resources, thereby facilitating activities of teaching and learning and research practices to students irrespective of their geographical location (Ngubane-Mokiwa & Letseka, 2015; Ngubane-Mokiwa, 2017). The core principle surrounding ODEL entails diverse digital electronic technologies to support teaching to students, research, and other academic practices (Ngubane-Mokiwa, & Letseka, 2015).

Ngubane-Mokiwa and Letseka (2015) note that the interaction between lecturers and students in the ODEL environment has increased especially with using remote electronic communication where e-learning, online learning, and digital learning are managed. The attributes associated with e-learning, online learning, and digital learning in the context of ODEL cannot be undermined even after the pre- and post-COVID-19 era globally. The inclusiveness of ODEL has been well managed due to the mentioned digital technologies and other facilities irrespective of some of the challenges experienced sometimes. Higher education institutions whether in private or public institutions and especially, open distance e-learning (ODEL) environments, require the use of computers and other technological tools of web-based management systems, laptops, digital tablets, learning management systems, webinars, and the applications of Microsoft Teams, Zoom, and WhatsApp now become part of the institution. The use of these technologies has resulted in the incorporation of other social network sites of videoconferencing, Blogs, Podcasts, Facebook, and Twitter among others (Ngubane-Mokiwa, & Letseka, 2015) in facilitating conversation, discussion, and discussion among students and lecturers. Computer skills are now an essential commodity required by every individual globally and most importantly lecturers due to the nature and changes involved in working in virtual space, where many online educational resources are used to support the transmission/transfer of knowledge of tacit and explicit to students and other colleagues.

The virtual workspace requires adequate computer skills to enhance teaching and learning which could have been more difficult ordinarily in the ODEL environment. The acquired computer skills would enable the lecturers to navigate, apply, and utilised their tacit knowledge of the different digital tools. This debate reflects on how lecturers would cope within the virtual workspace, where newer technologies are continuously infused into the ODEL environment, thus requires computer skills to work in that space posed a huge challenge to lecturers. The challenge is associated with certain computer skills of system analysis, word processing, file management, design, graphics representation, spreadsheets, skills in internet browsing, sharing information/data, and communication with friends and loved ones using chat boxes and emails.

The study by Maphalala and Adigun (2021) reflects on the experiences of academics with the use of e-learning to support teaching and learning at a South African university, and it was established in their findings that technical support and training for e-learning; information communication technology infrastructure and internet accessibility; uptake of e-learning and the use of the learning management system; content development for e-learning; and evaluation of teaching effectiveness using e-learning were pertinent to academics updates in infusing new knowledge during teaching and learning in experiences user interfaces of e-learning practices at the South African university. One important innovative technology according to Ajijola et al. (2021) that could help increase teaching and learning mostly typically in Distance Education is the Learning Management System (LMS). The LMS suggests a greater number of online courses that are blended, by providing the institutions with digital space for many purposes that include documentation, tracking, and online training. These findings were based on the outcome of the attitude of Distance Learners towards the Utilization of LMS (A case study of the National Open University of Nigeria). Another remark from a global perspective when dealing with ODEL institutions is that Open educational resources (OERs) have become the panacea to sustaining their operations where both lecturers and students rely on these OERs for their academic purposes (Zaid, & Alabi, 2021). The dwindling economic situation of many develo** nations and cut down on budgeting allocation resulted in harnessing the usefulness of OERs. This made Abass et al. (2021) reinvigorate blended E-Learning (BEL) being crucial to enhancing service delivery in HEIs. Therefore, the need for the adoption of e-learning in Nigeria becomes imperative in the context of ODEL.

2 Computer skills

Goldhammer et al. (2013) allude that computer skills has to do with the capability and speed required to execute basic activities surrounding graphical user interfaces of computers, to access, assemble, and provide information to meet specific and general information needs of individuals or any organizations. The idea behind computer skills among lecturers in the ODEL environment is to have and understand the construct of ICT literacy such that practical computer knowledge and digital reading become affirmed (Goldhammer et al., 2013) with the lecturer. The computer skills help the lecturer validate and moderate modules that are taught to the students and other possible activities associated with ODEL institutions. Computer skills assist the lecturer in develo** their knowledge such that speeding up the execution of tasks is ensured (Dondio, & Shaheen, 2019).

The use of technological tools and their associated accessories in the ODEL environment necessitates the acquisition of computer skills (Gilakjani, Leong, & Ismail, 2013), to better serve the online community and at the same time strengthen the lecturer’s teaching and learning and other research activities. The volume of teaching and learning, the distance of where the students are situated and better operationalisation which reflects global practice were also considered. This is based on the author of this paper’s exposition and experiences having worked in an ODEL institution for over five (5) years. Sadaf and Gezer (2020) note that computer skills are believed to promote advancement from a beginner stage to a higher stage where the use of computers and associated technologies, becomes fundamental for self-reliance, growth, and sustainability of the lecturer’s career. Many operating systems that comprise hardware and software applications used in problem-solving become achievable because of the computer skills of the individual. Therefore, initiatives of computer skills should assist the lecturer to function adequately when carrying out their teaching and learning in the ODEL platform where different technological tools are connected for diverse purposes.

The acquisition of computer skills rests on the lecturer’s personal and professional development. The reason is that the responsibility of teaching and learning that the lecturer must carry out requires the adequacy of computer skills to function in that space. Nevertheless, some lecturers are not keen on such development, hence the class of lecturers not having the prerequisite to deliver or function in some institutions today. Another justification that requires computer skills is the structure of the ODEL curriculum. ODEL curriculum is developed in such a manner that without computing skills, it becomes difficult for any lecturer to navigate in that space. Computer skills are infused into the curricula (Settle, Franke, Hansen, Spaltro, Jurisson, Rennert-May & Wildeman, 2012) of the undergraduate and postgraduate students in the ODEL program, as such, the expectation is that the lecturer must be conversant with computer skills before teaching, learning, and other academic activities could be sustained.

3 The usefulness of computer skills

Globally, various studies have recognized the usefulness of computer skills for enhanced teaching and learning among lecturers in ODEL environments. Ferri et al. (2020) mentioned Online learning and emergency remote teaching which may not have been possible without the knowledge of computer skills. Hofmeister and Pilz (2020) attest that e-learning in delivering teaching and learning services resulted in the attainment of computer skills. Ntombela (2020) alludes to teaching and learning support for students with disabilities being feasible through enhanced computer skills. Mumtaz (2000) refers to computer skills being a factor that enhances the use of information and communications technology. Tsabedze and Adeyinka (2020) allude to how Open distance e-learning was infiltrated into library and information science education programs. Zongozzi (2022) referred to how accessible it is to have quality higher education for students with disabilities in the context of open distance and e-learning institutions. Other studies by Ademodi and Adepoju (2012), Lingard et al. (2002), Emwanta and Nwalo (2013), Adebisi (2013), and Okeji et al. (2020) reflected on the usefulness of computer skills and its literacy being significant in the readiness of lecturers’ career goals regardless of their geographical locations.

The readiness would not only position lecturers in long-life learning essential to function in the ODEL environment but to help them illustrate their calling of impacting the future generation with their knowledge and wisdom of teaching and learning. Habiba and Ahmed (2020) emphasise that computer skills have enabled faculty members to network with each other either during or after office hours thus creating an opportunity for information and knowledge vital for their work performance. The implication of computer skills is most crucial because it gives the ability to access computing facilities for teaching and learning, university/library websites, e-resources, and authentication of IP addresses (Habiba & Ahmed, 2020). Previous studies by Reynolds and Fletcher-Janzen (2007) and Emwanta and Nwalo (2013), recognized that computer skills are inevitable in any organizational context. The application of lecturers’ ability to execute tasks about embedded knowledge, skills, exposure, and experiences dwells more on continuous practices of using computers and other related systems. The author of this paper emphasised that the skills possessed by the individual to use computers depend on how much time and practice is devoted to acquiring more computer knowledge and experiences (Mihovska & Sarkar, 2018). It is imperative to note that computer skills enhance the knowledge for easy and smart connectivity to the internet. The connectivity applies and technical, systems, and application software knowledge when setting the router, and modem in the wireless/Wi-Fi platform.

Most countries with an emergent economy having ODEL institutions continue to face certain challenges such as lack of human capital development/industrialisation, lack of skills scarcities among computer/digital skills, and the digital divide (McLennan, 2021). Nevertheless, of the mentioned studies, there was a mix of those in developed nations and others in develo** but none did not attest to the present study being investigated. This indicates that there is still a knowledge gap in existing literature, contextualisation, and research approaches concerning the usefulness of computer skills for enhanced teaching and learning among lecturers in the ODEL environment, predominantly in the context of Africa.

4 Aim of the study

This paper aimed to determine the usefulness of computer skills for enhanced teaching and learning among lecturers in the open-distance e-learning environment. This would help to address the gaps identified in the study.

5 Research questions

The following research questions were used to guide the study in response to addressing computer skills for enhanced teaching and learning among lecturers in open distance e-learning environment:

  • What purpose do computer skills serve for enhanced teaching and learning among Lecturers in an open-distance e-learning environment?

  • How have computer skills influenced Lecturers in Open open-distance e-learning environments for enhanced teaching and learning?

  • What factors interfered with Lecturers in their bid to acquire computer skills for enhanced teaching and learning in an Open Distance E-learning environment?

6 Problem statement

With the different digital technologies earlier mentioned, ODEL institutions are sustained in the teaching, learning, and research activities carried out daily. The sustainability of ODEL institutions rests strongly on the support that digital technological tools give through advances in electronic communication (Dileep, 2020). The use of digital technological tools of web-based learning management systems, laptops, digital tablets, learning management systems, and webinars can be associated with the studies (Bower & Torrington, 2020; Camilleri & Camilleri, 2022; Badaru & Adu, 2022), and applications of Microsoft Teams, Zoom, and WhatsApp (Enakrire & Fasae, 2022) are peculiar to how basic knowledge of computer skills could influence their utilisation. Computer skills are inevitable irrespective of the context of task execution. In most of the tasks that lecturers perform, whether within the ODEL environment or in the conventional face-to-face teaching-learning, computer skills are required. At present, it might be difficult for any individual to be considered for employability globally when computer skills are lacking. The computer skills have enabled lecturers in the ODEL environment to accomplish their work where they develop modules/course materials for the classes taught, harvest online educational resources to write research papers, among other things such as save and manage information and data in Word processing, file management, presentation graphics, spreadsheet, and browsing the internet. Nevertheless, as lecturers continue to grow in their job specifications, having spent several years, aging becomes a problem as they tend not to be active compared to when they started the job. Ageism has become a concern, especially among senior professors/lecturers in the ODEL environment due to continued struggles they encounter trying to use some of the innovative technologies of web-based learning management systems, Windows 10 and eleven laptops, digital tablets, learning management systems, webinars, and some features of Microsoft Teams. Ageism has a lot of influence when it comes to the use of systems.

As lecturers advance in age and still want to render services of teaching and learning, there is the tendency that they would not be as active as they were, hence this concern poses worries for the author of this paper, especially with consideration to learning and using innovative technologies. Ageism could result in low mental cognitive ability, in terms of lecturer adaptability and articulation of how to apply certain skills and knowledge required to use the computer. The ty** speed is believed to be slow, coupled with navigating within the interface of the computer. This was something the authors experienced while working at one of the ODEL institutions, in consideration of using the computer to conduct research, holding regular meetings, and presenting papers at conferences. Some of the lecturers, especially senior professors in the ODEL institutions are not as smart and strong compared to when they assumed their roles as lecturers many years ago. One way through which the much older lecturers, possibly the aged professors could become more articulate in their job performance is to continue to advance in regular upskilling in relevant knowledge acquisition that would make them fit for the job again. Inadequate knowledge and skills to harness and apply the use of innovative technologies have a lot of negative influence on lecturers’ work performance. Inadequate knowledge and skills in computer systems (Lam, Fang, Almansoori, Chatterjee, & Soosai Raj, 2022) would not allow lecturers to set the computer up, connect to the internet, and use it to process other work activities that surround teaching and learning and research in ODEL environment. Drawing an analogy from a global context, the study by Saputro et al., (2022) established that online learning which is synonymous with ODEL cannot be feasible without the use and support of technologies and Internet connectivity.

This practice is aligned with the study by Enakrire and Fasae (2022) where applications of social network sites of WhatsApp and several other applications such as Google Classroom, Zoom, Google Meet, and Teams are inevitable in the ODEL institutions. The use of these learning applications become fundamental when infused into the present context of the face-to-face platform of institutions.

Another issue raised by the author of this paper is the unfriendly nature of some of the innovative technologies based on new applications and system software embedded in them. Therefore, to remain relevant in the ODEL environment and have a better functionality of these technologies, computer skills are fundamental, hence the study deliberates on the usefulness of computer skills for enhanced teaching and learning among lecturers in the ODEL environment. It is believed that the findings from this study would fill an existing knowledge gap in computer skills, support for lecturers, ODEL environment, and methodological approach. Dube (2022) notes that the arrival of COVID-19, where users had to access online sources remotely requires the use of technological tools, data bundles, and practical know-how. This makes it clear that the present study cannot be overlooked in response to the acquisition of computer skills. The reason is that, without computer skills, the users (students) and lecturers in ODEL institutions cannot function as expected to access online information needed to meet their teaching and learning interfaces.

7 Methodology

The author of this study anticipated that the usefulness of computer skills has become profound especially in the context of ODEL environment such that without it lecturers cannot adequately function in the teaching and learning to students. The study provides evidence that demonstrates how computer skills enhance the use of different digital technologies of Microsoft Word, file management, presentation graphics, spreadsheets, browsing the internet, sharing information/data, and communication with friends, and loved ones using chat boxes and emails. The quantitative research approach was adopted in this study. The quantitative research approach being a survey, made use of an online questionnaire as a research instrument for data collection from respondents that was sent through email to the two ODEL institutions in their respective countries. The identified ODEL institutions are the University of South Africa (UNISA) and the National Open University of Nigeria (NOUN). The two ODEL institutions were targeted as the main ODEL institutions in their respective countries with large capacity of lecturers and students, using modern technologies in their teaching and learning to students. The two ODEL institutions (the University of South Africa and the National Open University of Nigeria) have a good reputation in their scholarship activities surrounding teaching learning and research. Determining the definite population of the study was a bit difficult considering the large lecturers’ population in the two countries’ ODEL institutions hence the authors of the study applied purposive and snowball sampling techniques to reach out to lecturers whom the authors have their contact in the two ODEL institutions. First, the author purposively approached those in their contacts, before requesting the lecturers they contacted to help spread the information regarding their research investigation to other of their contacts. The essence of this approach is to have easy access to valuable data and quick responses from respondents. The population of the study from both ODEL institutions comprises 80 lecturers. The population was selected using a non-probability sampling technique as the authors were not certain what the population would be since they had not gone to the sampled environment of the study. The study sampled 80 (40 lecturers each at the University of South Africa and the National Open University of Nigeria) making a total of 80 lecturers from both countries’ ODEL institutions. This led to sending out 80 copies of the online questionnaire to the lecturers. Israel (2009) notes that if the population of a study is small, that is less than 200, the entire population can also be used as sample size hence the authors consider using the 80 lecturers as the sample size of the study. Therefore, the research instrument used in data collection for this study is the online questionnaire. The online questions were developed and given to an expert in the field of library and information science for scrutiny for corrections before it was sent out to respondents of lecturers. Of the 80 online questionnaires sent, only 50 were received. Of the 80 online questionnaires sent out to respondents, only 50 responses were received from lecturers from both ODEL institutions of the University of South Africa and the National Open University of Nigeria. The collated data and information from respondents were tabulated and presented in Microsoft Excel and were analyzed using the same Excel. The 50 responses received from respondents gave a 62.5% response rate in the study after analysing the results. Before the questionnaire was sent out to lecturers in the identified ODEL institutions, a pilot study was also carried out to ensure the trustworthiness and soundness of the instrument. The author had no other choice than to use the 50 retrieved responses for data analyses in the study. Data collected from respondents were analyzed with frequency and percentage counts. Before sending the online questionnaire to respondents through email, the author of this paper sought respondents’ consent by sending a letter of permission and participation. This is to ensure they understand that their participation is voluntary. The author also indicated contacting respondents to do same to their colleagues who were identified through the snowball approach for them to read through the letter and indicate their interest before participating in the questionnaire/study. The essence of this task is to adhere to ethical standards in research practices. The analyzed results are presented in the Table below.

8 Scope of the study

8.1 Subject coverage

The study confirms that lecturers are capacitated with computer skills to ensure the job description that surrounds teaching learning, and research are sustained. Therefore, proffering strategies on how lecturers could be continuously trained and supported in the ODEL environment becomes essential. To advance this practice of computer skills among lecturers, data was collected from lecturers in the two ODEL institutions (the University of South Africa and the National Open University of Nigeria). The targeted lecturers were identified through a snowball approach. This was done by reaching out to those the author or researcher had their contact details and those contacted were able to contact their fellow lecturers to participate in the study.

Research environment

The research environment comprises two ODEL institutions (the University of South Africa and the National Open University of Nigeria) where the author collected data from respondents for the study.

Methodological scope

The study made use of a quantitative research approach based on an online questionnaire developed and sent through email to respondents to 80 respondents. Of the 80 copies of the questionnaire, only 50 were received. The result obtained was analyzed using Microsoft Excel presented in frequency and percentage.

8.2 Findings

The data collected from the respondents through the online questionnaire were analyzed using frequency counts and percentages in Microsoft Excel. The results are presented in Tables 1 and 2, and 3 respectively.

8.2.1 Purpose that Computer skills serve for enhanced teaching and learning among Lecturers in Open Distance E-learning environment

Respondents in this study were asked to indicate their opinions on the purpose that computer skills serve for enhanced teaching and learning among lecturers in an open-distance e-learning environment. The responses which respondents provided were carefully tabulated and presented in the table below. In presenting the result obtained from lecturers, each of the ODEL institutions was categorised together due to multiple answers where the University of South Africa is tagged with the acronym of UNISA, and the National Open University of Nigeria represents NOUN. Each of the results were presented in frequency and their percentages in Tables 1 and 2, and 3.

Table 1 Purpose computer skills serve for enhanced teaching and learning n = 50
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The results in Table 1 indicate the purpose computer skills serve to enhance teaching and learning among Lecturers in the ODEL environment between the country’s institutions, lead to exposition to programming languages and applications, ability to navigate within the online platform, use of communication/networking tools of social media-Facebook, Twitter and teleconferencing tools of Zoom, Skype, Webinar, Webcast, Teams, WhatsApp) (25; 50%) emerged profound. While increased knowledge of computer maintenance and culture adaptability (21; 42%; 20; 40%) and client maintenance for business enterprises (20; 40%; 22; 44.4%) were the least in the study. The study established that computer skills for enhanced teaching and learning among lecturers in an ODEL environment could serve different purposes. This depends largely on the goal that the lecturer must pursue in ensuring their job specification is sustained. A study by Salleh, Halim, Yacoob, and Yusoff (2011) which corroborates with the findings of the present study, emphasised that acquiring computer skills has helped to eradicate computer illiteracy thus improving the ability of individuals to search, evaluate, and make use of reference information resources that have been sourced based on the skills acquired. This would help and make the lecturers in the ODEL environment become independent in most of their tasks. One area where the lecturers are most confident is the ability to navigate and use computers and their facilities to accomplish many job specifications irrespective of the context.

8.2.2 How have computer skills influenced Lecturers in an open-distance e-learning environment for enhanced teaching and learning?

A follow-up question reflected in research question two which the respondents were asked to indicate how computer skills influenced Lecturers in the ODEL environment for enhanced teaching and learning is presented in Table 2 below.

Table 2 How computer skills could influence lecturers in ODEL
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The result in Table 2 indicates that computer skills could influence lecturers in the ODEL environment to enhance teaching and learning in diverse ways, especially when they dedicate their time and willingness to personal development in multifarious ways, apply user experience in processing power, show memory usage and storage of information, eases students grading, and develo** course materials, facilitates instructional delivery of courses/modules taught at a geometric progression, and support lecturers using the asynchronous and synchronous method in teaching, usability is certain with the features of the computer and helps in scholarly communication and research publication as shown in Table 2 (25; 50%). How computer skills have influenced lecturers in ODEL environment in the two countries ODEL institutions surround smooth classroom management (20; 40%; 19; 38%) and given lecturers some level of job security due to the ability to multi-task (22; 44%; 21; 42%). Shambour and Abu-Hashem (2022) allude to the efficacy of computer skills that ensure the ability to transfer skills that allow lecturers to master their work performance in an ODEL environment. It could be deduced from the findings that the influence which computer skills have could lead to having continuous use and practices of the computer regularly. One influence that the authors of this paper consider important is having the basic knowledge and skills to articulate and master the computer. The knowledge and skills provide the lecturer with a practical touch of how to navigate any online platform. Ahiauzu (2008) affirms that the influence that computer skills have over any individual is that it helps to discover, appraise, evaluate, participate, manage, and transport information through enablers of computer usage. A study by Riyath and Rijah (2022) established that, before computer skills could influence any individual, they must be willing to adapt to learn how to use that system. This implies that a computer could not have any influence on the user except it serves a need and this need is determined by the behaviour which the user portrays towards using it. Therefore, the influence that computer skills have over lecturers is centered on what it is being used for at the ODEL institution. The influence of computer skills has made the lives of lecturers in the ODEL environment much easier and better as they do not have to struggle over many tasks at their desks.

8.2.3 Factors that interfered with the lecturers bid to acquire computer skills

Another question that respondents were asked has to do with factors that interfered with Lecturers’ bid to acquire computer skills. The findings obtained are presented in Table 3 below.

Table 3 Factors that could interfere with Lecturer’s bid to acquire computer skills
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The result in Table 3 indicates that certain factors that interfered with lecturers’ bids to acquire computer skills in both countries ODEL institutions cut across inadequate resources of funds, poor quality hardware, unsuitable software, lack of vision or plan for personal development, inability to access educational materials to study in computer skills, insufficient training, and resistance to innovation (25; 50%). Those not most significant are organizational culture (20; 40%; 22; 44%), bureaucracy (19; 38%; 20; 40%), ignorance of known to unknown facts, and unfavourable organizational policy (22; 44%; 21; 42%). It could be noticed from the study that most of the factors that interfered with lecturers’ bid to acquire computer skills relate more to the specific goal of the lecturers, unlike the least factors. The authors established from the study that when lecturers cannot acquire the necessary computer skills to function in an ODEL environment, the ability to articulate the functionality of the features surrounding the computer is not certain. The uncertainty surrounds how lecturers could apply their knowledge towards the use of word processing, spreadsheets, presentation of results in graphics, and file management among other components of computer know-how. This finding conforms with the study by Romanov and Aarnio (2013). Romanov and Aarnio (2013) affirm that certain factors such as a feasible computer laboratory, insufficient computer facilities, poor power supply, and inadequate computer training have interfered with those interested in acquiring computer skills. Other challenges that relate to the findings in this study are the lack of computer policy, the unavailability of computer laboratories, inadequate computers, and the high cost of computer systems (Feast, 2013). Therefore, for some of these factors to be eradicated, strategic planning and implementation become crucial in ODEL institutions.

9 Conclusion

The present study established that there is a relationship between computer skills and their usefulness in support of lecturers’ teaching and learning in the ODEL environment. Computer skills have become the panacea through which lecturers in ODEL could foster quality service delivery in the present-day era of digital technologies. Without computer skills lecturers teaching and learning in the ODEL environment cannot be actualized and sustained. The extent to which computer skills have enhanced lecturers’ career goals was due to diverse job specifications and increasing student enrolment in the ODEL environment, where many tasks are expected of the lecturer. This study established that computer skills serve different purposes for lecturers in their teaching and learning in the ODEL environment. This could be attributed to the exposition of programming languages and applications that enabled the ability to navigate within the online platform and enhance its use for communication/networking while applying social media and teleconferencing tools. The essence of the different purposes the computer skills serve is due to multifarious tasks as well as fulfilling the obligation for which the lecturer was employed in the ODEL environment. It could be established from the study that lecturers could engage in further short programs that would capacitate their knowledge and skills in rendering services in teaching and learning in an ODEL institution. Usually, there is no extent to which the task of teaching and learning can be accomplished within a short time, therefore, knowledge acquisition of computer skills and transfer is of great concern for lecturers to be actively involved in their tasks. While reflecting on how computer skills have influenced lecturers in the ODEL environment for enhanced teaching and learning, it was established that different support mechanisms from personal development of lecturers to user experience, develo** course materials, facilitating instructional delivery of courses/modules taught to students in geographical location becomes fundamental in this era of digital technology. This implies that the influence that computer skills have brought to lecturers in the ODEL environment is overwhelming and progressive. This has given lecturers the space to use the asynchronous and synchronous methods of teaching and learning in the ODEL environment.

Another point to note in this study that has interfered with lecturers’ bid to acquire computer skills comprises inadequate resources such as funds, quality hardware, and unsuitable software, inability to access educational materials to study computer skills, insufficient training, and resistance to innovation. These are major factors that need to be considered when fostering personal development, the vision of the organization, and organizational culture. No individual or organization could thrive without paying much attention to the identified factors in this study. To address some of the concerns mentioned, there is a need for a proactive attempt from personnel and organizational perspectives for the provision of funds sourced from external bodies (philanthropic organisations) such that the institutions (ODEL) could attend to the needs of lecturers. One social and academic implication identified in this study is that the readiness of lecturers to engage in lifelong learning would not only enable them to function in the ODEL environment but also assist them in demonstrating their impact on future generations through knowledge and wisdom infusion in teaching and learning. Each country’s institutions should have a framework that addresses the issue of lecturers’ upskilling that could enable them conversant with the latest innovative technologies used globally in teaching and learning in ODEL institutions. Acquisition of new innovative technologies to boost the image of the two countries’ institutions is something worth considering soon, to meet global standards.

The study enhances the intellectual capacity of lecturers by reinvigorating knowledge acquisition in the realm of ODEL and the Library and Information Science (LIS) profession.

Computer skills are identified as a pivotal element in optimal teaching and learning practices within ODEL institutions, LIS schools, and the broader library and information centers domain. This augment is further attributed to the heightened versatility exhibited by lecturers in ODEL environments and LIS professionals, both within the online platform and in various other operational contexts. The study’s findings hold the potential to guide lecturers within ODEL environments and LIS professionals as they refine their modules and course content. As a result, the integration of computer skills is advocated as a prerequisite for all students, regardless of their academic level. The study recommends upskilling lecturers to advance their knowledge in computer skills and the acquisition of modern technologies that would enhance the use of new technologies for better and quality services in teaching and learning to meet students’ information needs.