Online remote language teaching during and beyond the pandemic: echoes
from the Anchor University in Lagos
The outbreak of the coronavirus (COVID-19) brought along with it a number of socio-political, public health, administrative, economic, and educational challenges and impacts across the world. Teaching and learning as a critical component of our social existence have been equally impacted with new technologies providing both the tools and affordances for effective virtual learning. This chapter discusses the adoption and application of digital technologies for online teaching and learning at Anchor University, Lagos (AUL), a private tertiary institution in Lagos, Nigeria. The study foregrounds its theoretical principles on Kirkwood and Price’s (2014) perspective on Technology-Enhanced Learning (TEL) and Herring’s (2004) Computer-Mediated Discourse Analysis (CMDA). The dataset was drawn from Google Classroom’s platform deployed by AUL during the COVID-19 crisis. I used qualitative content-based analysis to discuss how the selected data reflect the reality of TEL during the pandemic. The study argues that the deployment of new technologies for teaching and learning in higher education utilised the existing framework and availability of digital tools and mobile communication networks resulting from the phenomenal development of the Information and Communication Technologies (ICT) industry in Nigeria. It confirms that the availability of a range of digital technologies and social media platforms has improved the possibilities of adapting to remote learning during the period and beyond. It concludes by highlighting socio-educational benefits of remote teaching and learning and some challenges of teaching language-related courses in Nigeria and other similar cultural contexts.