DIGITAL SKILLS AND INNOVATIVE TECHNOLOGIES AS DETERMINANTS OF EFFECTIVE ELEARNING AMONG DISTANCE LEARNING STUDENTS IN POLYTECHNICS IN KWARA STATE, NIGERIA

Abstract

E-learning is an evolving mode of learning, making knowledge acquisition accessible and available to people 
regardless of geographical locations. Existing studies have reported different factors, including the availability of 
digital technologies, digital skills, and quality of content as the catalysts for e-learning. The need to ascertain the 
determinants of e-learning in polytechnics underscores why this study investigates digital skills and access to 
innovative technologies as determinants of effective e-learning among distance learning students in polytechnics in 
Kwara State, Nigeria. A descriptive correlational survey design was employed, with a population of 3,197 distance 
learners across Federal Polytechnic, Offa, and Kwara State Polytechnic, Ilorin. Using a multi-stage sampling, 341 
respondents were selected, and data were collected with a validated self-designed questionnaire whose reliability 
coefficients were .810 for digital skills, .758 for access to innovative technologies, and .794 for effective e-learning. 
Data were analysed using Pearson Product–Moment Correlation (PPMC) and multiple regression. Findings showed 
a very strong positive relationship between digital skills and effective e-learning (r = .820, p = .000), leading to the 
rejection of H₀₁. Similarly, access to innovative technologies exhibited a very strong positive correlation with 
effective e-learning (r = .836, p = .000), resulting in the rejection of H₀₂. The joint influence of digital skills and 
access to innovative technologies on effective e-learning was also significant, with regression results indicating R = 
.900, R² = .810, F(2,272) = 579.734, p = .000, thereby rejecting H₀₃. Coefficient analysis further revealed that both 
predictors significantly contributed to effective e-learning (digital skills: β = .464, p = .000; access to technologies: β 
= .515, p = .000). The study concludes that digital skills and technological access are strong determinants of effective 
e-learning, with access to innovative technologies exerting a slightly greater influence. It recommends targeted 
institutional investments to strengthen students’ digital capacity and improve technological infrastructure.