Problems and prospect of online learning during covid-19 Pandemic in tertiary institutions in Sokoto state, Nigeria (original) (raw)
Related papers
Zenodo (CERN European Organization for Nuclear Research), 2023
The COVID-19 pandemic lockdown period was typically a time when all human activity was halted. The educational system in Nigeria is not free from this. To mitigate the effect of COVID-19 on education, several educational institutions made the decision to use e-learning for the first time. Only a few public institutions were able to join the system, whereas some private institutions were able to do so on time. Therefore, the goal of this study is to assess the success or failure of online learning at public universities in Ekiti state during the shutdown. Because it would enable the researchers to collect pertinent data from a huge study sample without any alteration, the study used a descriptive survey research methodology. All of the final-year students from the two Ekiti State universities made up the population. The sample for the study consisted of one hundred twenty (120) final-year scientific students from the two universities' faculties of sciences. A 4-point Likert scale structured questionnaire was the tool used to collect data from respondents. The study was directed by three research questions and two research hypotheses in total. The frequency counts and mean scores were used to analyze the research questions while the research hypotheses were analyzed using paired-t-test and One-Way Analysis of Variance (ANOVA), using the Statistical Package for Social Sciences (SPSS) version 20. Each hypothesis was tested at the 0.05 threshold. The findings demonstrated that online learning is more enjoyable than conventional face-to-face learning, making it an excellent platform for teaching and understanding scientific concepts. Online learning also improves students' academic performance in terms of motivation, learning achievement, and learning engagement. Budgetary issues and slow internet, however, make it difficult for people to learn online. In order to preserve the progress gained during the lockdown after COVID-19, it was recommended that educational stakeholders should increase the accessibility of online learning facilities in schools at all levels of education.
Online Learning in Higher Education during COVID-19 Pandemic: A case of Ghana
Journal of Educational Technology and Online Learning, 2020
The COVID-19 pandemic has been a major concern across the globe affecting nation's socioeconomic development including education. It has pushes many HEIs in world to move into remote learning as a substitute of in-person instruction. The study explored students' response to online learning in higher education in Ghana. The study was guided by three research questions. Descriptive survey design was adopted and online questionnaire was used to gather data from 467 students in a higher education of Ghana. The data was analysed using frequency and percentage. Overall, the study found that students had positive response to online learning. They knew of online learning and some of the platforms like UCC Moodle platform, Alison and Google classroom. They would also like to use other social media platforms. They would use smart phone and laptop for the online learning. However, they were not ready for online learning because they lacked formal orientation and training, perceived lack of constant access to internet connectivity and financial unpreparedness. Management of the university should provide resources to help students assess whether they are ready to take an online course and offer suggestions for preparation. Since internet accessibility is expensive in Ghana at the moment, management of the university should hold negotiations with Cellular operators for educational discount for distance students. Academic staff should provide instructional support through instructional activities that can help students in appraising their readiness, gaining the needed skills to learn online and consider using flexible approaches to teaching and deadlines to accommodate students with reliable Wi-Fi or broadband access challenges as well as emotional response to help student ensure smooth transition to emergency remote learning/teaching.
Effect of Covid 19 On Education, 2020
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. This paper focuses on Osun State University Postgraduate Virtual Teaching System.Hence Six (6) specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concludes with five high-impact principles for online education: (a) high relevance between online instructional design and student learning. (b) effective delivery on online instructional information. (c) adequate support provided by lecturer/Tutor and teaching assistants to students. (d) high-quality participation to improve the breadth and depth of student's learning,. (e) contingency plan to deal with unexpected incidents of online education platforms.
EFFECTS OF COVID-19 PANDEMIC ON PEDAGOGIC APPROACH TO EDUCATION: THE NEED FOR OPEN DISTANCE LEARNING
International Journal of Educational Issues (IJES), 8(1), 137-144, 2022
Pedagogy in education has to do with the teaching methods used by the teacher to deliver his lesson. In time past, educational institutions (schools, colleges, and universities) worldwide and in Nigeria were based only on traditional learning methods, face-to-face lectures in a classroom. This face-to-face course delivery mode is the only mode of course delivery in almost all the conventional universities in Nigeria. This mode of delivery mode was taken into cognizance along with online mode of delivery as is the case with the open distance learning institute in Nigeria, the National Open University of Nigeria, the largest in West Africa. Though many academic units have also started blended learning, many are stuck with the old face-to-face method of teaching and learning. The outbreak of the deadly Covid-19 shook the world, and the World Health Organization declared it a pandemic. This situation challenged the education system worldwide and forced educators to shift to an online teaching mode of delivery. It could be of immense importance to note that many academic institutions that were reluctant to change their traditional pedagogical approach had no option but to go for online teaching-learning. This article includes the importance of online learning and the strengths, weaknesses, opportunities, and challenges of e-learning modes. This article also puts some light on the growth of e-learning through Educational Technologies in various universities. Start-up companies in times of pandemics and natural disasters and include suggestions for academic institutions.
ONLINE TEACHING DURING COVID-19 FROM THE UNIVERSITY STUDENTS' PERSPECTIVE
Proceedings of INTED2021 Conference, 2021
Recently online teaching has become a fast-growing and developing reality in higher education worldwide. Despite similarities between them, didactical features of online lectures differ from those in face-to-face teaching. Online teaching requires adaptation of methods and techniques that "eteachers" and "e-students" need to acquire and deliver, striving for the same learning outcomes. The quality of teaching, its methods and techniques determine advantages and disadvantages of the teaching process and of the online education. Due to the COVID-19 outbreak in Spring 2020, Croatian higher educational system abruptly switched from face-to-face teaching to the online variant. The main issue was that all the courses that had initially been conceptualised and implemented only as face-toface, had to adjust to an online form that had previously not been envisioned. Relying on their previously acquired information and communication competences, as well as on their abilities to learn, teachers and students had to adapt to the new situation. This research, focused on students' point of view, had two objectives: 1) to explore the didactical methods used in the online higher education, and 2) to compare students' experiences of online and face-to-face education, specifically depending on their level of adjustment to online education. The sample comprised 272 university students, and the online questionnaire was administered in June 2020. The first objective was tackled with students' assessments of how vastly various teaching methods and techniques had been employed in the online courses in the March-June semester and how useful they had found them. Answers showed that teachers had (almost) always lectured and showed presentations. Then, in descending order, they had used e-mails, chat, other material from Internet and video streaming. Highly similar order was kept when students assessed the usefulness of those methods. Students reported that they had mostly taken part in lectures, in descending order, by listening, watching, chatting, replying to e-mails and to polls. They found their active participation more useful than it had been practiced. For the second objective students compared online and face-to-face education experience on an 18 items scale, and listed advantages and disadvantages of online education. Students' answers were compared regarding their self-assessed level of adjustment to online education: not adjusted, adjusted from the start, or adjusted gradually. Results reveal that students identified many similarities between online and face-to-face lectures, and they were not completely for or against online education. They placed as highest advantages of online education-personal benefits, time-related benefits, and features of the online lecture delivery. When ranking disadvantages, they put delivery of lectures and too many obligations on the top. Then lack of social interactions, technical problems and personal detriments followed. Students with better adjustment assessed online education more positively. It can be concluded that online lectures delivery in this research managed to resemble the face-to-face variation a lot. Students were almost polarised in their preferences towards online education, but they identified a great need for improvement of the online lectures delivery.
Frontiers in Public Health
This study investigated how the sudden shift in the system of learning during the COVID-19 pandemic impacted the students, how the external environment impacted their performance, and the structural barriers encountered, which equally had significant impacts on students at junior secondary schools (JSS) in Orlu, Imo State, Nigeria. The study adopted the descriptive survey research method. The simple random sampling method was adopted with a sample size of 650 students. The data were collected using a structured questionnaire, rated using a four-point Likert scale, and analyzed using descriptive statistics such as frequency counts, percentages, and means. 60.10, 58.80, 59.50, 59.00, and 59.50% of the respondents agreed to research questions respectively. Based on these results, it was concluded that the COVID-19-induced online teaching and learning impacted negatively on the students and on the process of teaching and learning due to inadequate prior preparation for such a system of ...
Online Teaching and Learning Under COVID-19 Pandemic; Perception of University Students in Ghana
European Journal of Interactive Multimedia and Education
Due to the COVID-19 pandemic, universities in Ghana instituted drastic interventions to support large-scale online teaching and learning. This study, therefore, examines student's participation, level of satisfaction, and related challenges in teaching and learning delivery during the Coronavirus pandemic. The study also selects significant predictors of student's e-learning perceptions. Data was collected via an online structured survey based on students from the Kumasi Technical University. In all 2000 complete responses were received and formed the basis for our analysis. The study results reveal that 197 (9.85% of the sample) were unable to fully participate due to challenges such as lack of access devices, unreliable internet connectivity, and inability to afford the cost of internet data. It is again clear from the results that about 90.1% of students are not satisfied with e-learning and its associated challenges. From the positive perception model, students held the view that e-learning technology in the COVID-19 era is positive regardless of the challenges. On the other hand, level 300 students, and Moodle VClass platform users express a high negative perception over the use of e-learning technology. It is clear from this study that further investments and contingency plans are needed to develop a resilient education system that supports electronic and distance learning and shapes the perception and acceptance of students. University managers and the Education Ministry should formulate post-COVID-19 strategies to promote e-learning in a developing country like Ghana.
Asian Journal of Education and Social Studies, 2020
Coronavirus disease 2019 (COVID-19) which originated in Wuhan, China, in December 2019, was declared as a pandemic by World Health Organization (WHO) on 11th of March, 2020 after it has spread to many countries of the world. It has also caused more than 171 countries of the world to close their educational institutions for several months in the year 2020. The impact of COVID-19 on education is bizarre and unprecedented in history because more than 1.5 billion students from across the globe have been affected by school closure. Most Nigerian students and other African or underdeveloped countries were more disadvantaged because most educational institutions in Nigeria still follow the traditional set-up of face-to-face lectures in the normal classroom settings. This opinion article highlights the importance of online education in a time of global pandemic and natural disaster. It also examines the strengths and challenges of online education.
2020
The research explored Coronavirus (COVID19) pandemic and online learning nexus in Colleges of Education in Ashanti-Brong Aha foregions (ASHBA),Ghana Online survey was administered to 4,550 respondents out of an overall population of 10,466 students, selected from all the 13 Colleges of Education within ASHBA. The respondents reiterated that 0.55 of their lecturers were familiar with online learning tools such as zoom, facebook live, moodle etc. The above average score of lecturers on handling elearning tools was linked to a seminar organized by T-TEL in conjunction with Dr. Dimitrios Vlachopoulos of Amsterdam University of Applied Sciences as facilitator. Similarly, a handful of 0.37 students preferred online tutorials to face to face, reiterating unreliable internet, high level of illiteracy in ICT education and inadequate funding for online studies as few of the constraints observed. The researchers recommended that adequate public education be intensified for a holistic adoption ...
ONLINE TEACHING AND LEARNING IN IMO STATE PUBLIC SECONDARY SCHOOLS DURING THE COVID-19 PANDEMIC ERA
AJEMATES, 2022
In this study, the researchers investigated online teaching and learning in Imo State public secondary schools in a covid-19 pandemic era. The study adopted a descriptive research design and three research questions guided the study. The population of the study consisted of 5,216 teachers while the sample which was obtained through simple random sampling was 568 teachers. The instrument used for data collection was a 23-item questionnaire titled, "Online teaching and learning in Imo State public secondary schools in a covid-19 pandemic Era Questionnaire-(OTLISPSSCPE)". The instrument was validated by three experts two from the Department of Educational management and Policy and one from the Department of Educational Foundation. The reliability of the instrument was established through Cronbach Alpha with a weighted average of 0.82, 0.86 and 0.84 which were considered high enough for the study. This finding of the study among others was that the network failure affected online teaching and learning in Imo State public secondary schools. It was therefore recommended among others that government should enhance provisions of internet connectivity to improve network functionality.