EFFECT OF MIGRATING TO THE E-LEARNING PLATFORMS ON THE DELIVERY OF HIGHER EDUCATION IN TERTIARY INSTITUTIONS IN NIGERIA IN THE COVID-19 PANDEMIC ERA

Revd. Fr. Marcellinus Nnanna Aneke (PhD), Oluchukwu Stella Aduaka, Chinonyelum Moneth Ezeh

Abstract


This study examined the effect of migrating to the e-Learning platforms on the delivery of higher education in tertiary institutions in Nigeria in the COVID-19 pandemic era. The objectives of the study centred on finding out the effects of the online learning, mobile learning, and e-learning platforms on the performance of lecturers, students, and non-academic staff in the teaching and learning of courses in tertiary institutions in Nigeria respectively in the COVID-19 pandemic era. The methodology adopted by the study comprised quantitative research method and sample survey research design. In the sample survey research, a well validated and pre-tested questionnaire was used in collecting data. Results of the reliability tests performed on the questionnaire showed a Cronbach’s Alpa index of 0.823. The population for the study was 2,653, representing the total staff and students’ strength of the five sample units chosen for the study. These sample units were the UNN, ESUT, Enugu, IMT, Enugu, Enugu State College of Education (Technical), Enugu, and Godfrey Okoye University, Enugu. From this population, a sample size of 336 was determined using Kothari’s Finite Population Correction Factor Statistics at 5% desired level of precision and confidence level of 95%. Stratified random sampling was used in the choosing of respondents to this study. Descriptive statistics consisting of frequency counts, tables, and percentages was used in analyzing the data collected. Multiple Regression Analysis at probability (p) less than 5% (p < 0.05). It was the findings of the study that the online learning platform had no significant effect on the performance of lecturers in the COVID-19 pandemic era; that the mobile learning platform did not increase the performance of students in the COVID-19 pandemic era; and that e-learning platforms never accounted for any change in the performance of non-academic e-learning facilitators/staff in the COVID-19 pandemic era in tertiary institutions in Enugu State. Finally, the study recommended increase in the funding of higher education institutions, reduction in the cost of ICTs through tax incentives to importers of ICTs accessories and establishment of local ICTs industries, training and capacity building of staff of HEIs in Nigeria among others.

Keywords


e-learning platforms, COVID-19 pandemic, ICTs, HEIs, Nigeria.

Full Text:

PDF

References


Abdullahi, (2011) Interrelationship between personal factor and academic achievement in mathematics of Ebira Secondary School Students in Kogi.

Adeoye, I.A. Adaniki, A.F. & Adaniki, A. (2020). COVID-19 and e-learning: Nigeria tertiary education system experience. International Journal of Research and Innovation in Applied Science. (IJRIA5), 5 (5), 28-31.

Adesoji, F.A. (2008). Managing students’ attitude towards science through problem-solving instructional strategy. Journal of Anthropology, 10(1), 21-24.

Adebayo, A. (2004). Principles and Practice of Public Administration. New York: John Wiley & Sons in Assoc. with Spectrum Books.

Agbele, A.T. & Oyelade, E.A. (2020). Impact of COVID-19 on the Nigerian educational system: strengths and challenges of online/virtual education. Asian Journal of Education and Social Studies, 13 (1), 26-35.

Ali, W., 2020. Online and remote learning in higher education institutions: a necessity in light of COVID-19 pandemic. High Educ. Stud. 10 (3), 16-25.

Andreas, S., 2020. The Impact of COVID-19 on education –insights from education at a glance 2020. OECD, p. 31.

Anthony, S.J. (2017). Global patterns in corona virus diversity. Virus Evolution, 3 (1).

Aremu, E., (2013) Poor academic performance of students in secondary schools, Retrieved June 10.

Ayebi-Arthur, K. (2017). E-learning, resilience and change in higher education: Helping a university cope after a natural disaster. E-learning and Digital Media, 14 (5), 259-274.

Chaka, C., 2020. Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak – an online review of chosen U.S. and SA’s universities. Res. Squ. 1, 46.

Christopher, J. and Steven, R. (2011), Class size reduction and student achievement: The potential tradeoff between teacher quality and class size. Journal of Human Resources, 44(1223-250.

Cucinotta, D. & Vanelli, M. (2020). WHO declares COVID-19 a pandemic. Acta biomedia: Atenel Parmensis, 91 (1) 157-160.

Eduard, E., Lucian, L., 2020. Is romanian prepared for e-learning during the COVID-19 pandemic? Sustainability 12, 1-29.

EiEWG, 2020. Nigeria education sector COVID-19 response strategy in North East, p. 18

Eze, S.C., Chinedu-Eze, V.C., Bello, A.O., 2018. The utilization of e-learning facilities in the educational delivery systems of Nigeria: a study of M-University. Int. J. Edu. Technol. Higher Educ. 15 (34). 1-20.

Fesler, J.W. (2000). The state and its study: The whole and the parts in public administration. New York: Aaron Catham House Publishers Inc.

Henry, N. (2006). Public Administration and Public Affairs. (6th ed). Englewood Cliffs, N.J. Prentice Hall.

Huang, .H., Liu D.J. Tlili, A., Yang, J.F., Wang, H., (2020). Handbook on facilitating flexible learning during educational disruption: the Chinese experience in maintaining undisrupted learning in COVID-19 Outbreak. https://lite.unesco..org/Retrieved on October 07, 2020.

Iifijeh, G. & Yusuf, F. (2020). COVID-19 pandemic and the future of Nigeria’s university system: The quest for libraries’ relevance. European Journal of Education Management, 6 (10), 31-49.

Kacerauskas, M., Kusaityte, J. (2020). Japanese university found a genius solution for their graduation ceremony during the coronavirus pandemic. https://www.bor.edpanda.com. Retrieved on October 10, 2020.

Karp, P. & McGowan, M. (2020). Clear as mud: Schools ask for online learning help as coronavirus policy confusion persists. The Guardian, 261-307.

Kothari, C.R. (2004). Research Methodology: Methods and Techniques. New age international publishing limited, New Delhi, p. 414.

Maclean, R. & Dahir, A.L. (2020). Nigeria responds to first corona virus case in sub-saharan Africa. New York Times. Retrieved, 10.

Mahmood, S. (2020). Instructional strategies for online teaching in COVID-19 pandemic. Hum. Behav. Emerg. Tech. 1-5.

Miks, M. & Mcilwaine, J. (2020). Keeping the world’s children learning through COVID-19 Disponivelem:Acesso em, 6 (05).

Ministry of Education and Religious Affairs, 2020. Mathainoume sto Spiti (We learn at home), Ministry of Education and Religious Affairs, Greece. https://mathainoumesto spiti.gov.gr/. Retrieved on October 06, 2020.

Negro, F.A. & Negro, L.G. (2000). Modern Public Administration, 5th edition, New York: Harper & Row.

Oluwatuyi, V.S. et al., (2020). COVID-19 in Ekiti State, Nigeria: why should we worry? International Journal of Research and Scientific Innovation, 7 (6), 146-149.

Onuoha, C.B. (2001). Fundamentals of Public Administration. Aba: Unique Press.

Oyediran, W.O., Omoare, A.M, Owoyeemi, M.A, Adejobi, A.O. & Fasasi, R.B. (2020). Prospects and limitations of e-learning application in private tertiary institutions amidst COVID-19 lockdown in Nigeria. Heliyon, 6, 1-8.

Oyediran, W.O., Dick, T.T., 2018. Use of information communication technology (ICT) in teaching profession in Ogun State, Nigeria. Int. J. e-learn. Sec. (IJeLS) 7 (1), 550-555.

Parry, J. (2020). China corona virus: Cases surge as official admits human-to-human transmission. British Medical Journal Publishing Group.

Republic of Italy, 2020. Measures to strengthen the national health service and economic support for families, workers and companies related to the epidemiological emergency from COVID-19 (Law Decree 17th March, 2020 Number 18), 161/70. Official Gazette of the Italian Republic. https://www.gazzettaufficiale.i.2020.

Schleicher, A., Reimers, F., (2020). Schooling disrupted, schooling rethought: How the COVID-19 Pandemic is Changing Education. OECD. https://read.oecd-ilibrary.org/ view/?ref=133

The News. 2020. Punjab University to Continue Online Classes. https://www.thenews.com. Retrieved on 11 October, 2020.

The World Bank, 2020a. how Countries Are Using Edtech (Including Online Learning, Radio,Television, Texting) to Support Access to Remote Learning during the COVID-19 Pandemic https://www.worldbank.org/ Retrieved on October 14, 2020.

Thisday, 2016. Transmission Company of Nigeria (TCN): Nationwide Power Supply Drops to 1,400MW. Thisday newspaper, May 18, 2016.

Todorova, N. & Bjon-Anderson, N. (2011). University learning in times of crisis: The role of IT. Accounting Education, 20 (6), 597-599.

UNESCO, 2020. COVID-19 Educational Disruption and Response. https://en.unesco.org/covid- 19/educationresponse. retrieved on October 10, 2020.

United Nations, 2020. Policy Brief: Education during COVID-19 and beyond, p. 26. August, 2020.

Wilson, F.R. Pan, W., Schumsky, D.A., 2012. Recalculation of the critical values for Lawshe’s content validity ratio. Meas. Eval. Counsel. Dev. 45 (3), 197-210.

Wilson, W. (1887), The study of administration, political science quarterly, (2) June 1887: reprinted in the Quarterly vol. 56, December 1941.

World Bank, 2020b. Remote learning and COVID-19: the use of education system as a result of massive school closings.

Zhang, D. et al., (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information Management, 43(1), 15-27. http://www.englishclub.com/teachinglargeclasseshtml.2010.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Revd. Fr. Marcellinus Nnanna Aneke (PhD), Oluchukwu Stella Aduaka, Chinonyelum Moneth Ezeh

 

 

 

 ISSN (PRINT):    2734 - 2522

 ISSN (ONLINE):  2734 - 2514

 

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.