Examining E-learning as an alternative solution to conventional learning during and post Covid-19 in Nigeria.

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Christopher Ubaka Ebelogu ◽  
Virginia Ebere Ejiofor ◽  
Aliyu Omeiza ◽  
Lucy Hassana Audu
Keyword(s):  
Teaching And Learning ◽  
Point Of View ◽  
Educational Institutions ◽  
The Novel ◽  
Face To Face ◽  
Higher Institution ◽  
The Face ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

It is no longer news that the novel Corona Virus pandemic (COVID-19) is ravaging and still destroying the world, killing so many people and sending economies in different countries into recession. COVID-19 came as a thief in the night in the household of traditional schooling. Gradually, the face-to-face traditional way of teaching and learning was immediately put on hold and all parties running to their shelves for cover as measure to avert the spread of the dreaded virus. What came up as a viable alternative to face-to-face or conventional mode of teaching-learning in school and higher institution is E-learning. So many of these educational institutions had to resort to learning through some E-learning platforms which include ZOOM, YouTube, Google Meet, Google Classroom, Duo, Free Conference Call, etc. This established the fact that majority of the organizations have made an instant switch to online collaboration inclusive of schooling systems. This paper therefore sort to examine how Nigerian schools are reshaping the schooling/education system as to align with the alternative model of teaching-learning most essentially as E-learning rest on major pillars which are undoubtedly deficient in Nigeria and amongst Nigerians. There are challenges to overcome in achieving the e-learning phenomenon in Nigeria, many students without reliable internet access, power supply and technology struggle to participate in digital activities, which hinder online learning. The paper was approached in an E-learning subscriber or user point of view around FCT Abuja metropolis which includes teachers and learners (students/pupils). Questionnaires were distributed to the E-learning users and also the teachers of E-learning. Data were collected and analyzed using percentage method and Likert method to arrive at a conclusion and useful recommendations were made to enhance e-learning during and post COVID-19 in the various educational institutions in Nigeria.

scholarly journals Combining face-to-face learning with online learning in Virtual Worlds

2012 ◽  
Vol 20 (1) ◽  
pp. 31
Author(s):  
Anke Berns ◽  
Antonio González-Pardo ◽  
David Camacho
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Autonomous Learning ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

This paper focuses on the development of videogame-like applications in a 3D virtual environment as a complement to the face-to-face teaching and learning. With the changing role of teaching and learning and the increasing use of blended learning, instructors are increasingly expected to explore new ways to attend to the needs of their students. In recent years many educational institutions have started integrating into their teaching protocol the use of e-Learning platforms such as Moodle, WebCT, Blackboard or Virtual Worlds (VWs) such as Second Life (SL). The aim is not only to provide students with motivating and meaningful content and media, but also to provide them with attractive learning tools, able to enhance and guarantee a successful autonomous learning process. Nevertheless, based on our own teaching experience over the past years, we would argue that neither traditional e-Learning platforms such as Moodle, WebCT or Blackboard, nor VWs, completely meet the expectations and needs of (our) students with regard to autonomous learning. This is why the purpose of our analysis is to explore further possibilities by designing highly interactive and motivating online learning materials, including the use of videogame-like applications and a specific 3D virtual platform (OpenSim). We thus intend to provide students from the very first stage of their foreign language acquisition process with highly interactive learning environments, not only in the face-to-face learning, but also in autonomous online learning. The latter is considered to be complementary to, rather than different from the dynamics involved in face-to-face learning. Furthermore the paper includes an empirical evaluation of five language learning sessions during which several sets of students played the videogame-like application we had designed for the purposes of our research.

scholarly journals A UTAUT Evaluation of WhatsApp as a Tool for Lecture Delivery During the COVID-19 Lockdown at a Zimbabwean University

2020 ◽  
Vol 9 (5) ◽  
pp. 84
Author(s):  
Vusumuzi Maphosa ◽  
Bekithemba Dube ◽  
Thuthukile Jita
Keyword(s):  
Teaching And Learning ◽  
State University ◽  
Traditional Lecture ◽  
Face To Face ◽  
Randomized Evaluation ◽  
Data Consumption ◽  
E Learning ◽  
Delivery Platform ◽  
Learning Platforms ◽  
Student's Attitudes

Focusing through the lens of the (COVID-19) lockdown which was enforced on the 30th of March 2020, it became apparent that students from rural resource-constrained educational institutions had to adapt to sustainable online learning platforms from traditional content delivery. WhatsApp a social networking app, but due to its low data consumption, it became a de-facto teaching and learning tool for Lupane State University (LSU) students in Zimbabwe. Prior studies have focused on the use of WhatsApp as an alternative lecture delivery platform but very few have evaluated its role as the sole platform for lecture delivery. With no government or institutional support for data acquisition, students failed to utilise other e-learning platforms that were in place due to exorbitant data costs. This study seeks to evaluate the success of WhatsApp mediated teaching and learning at LSU during the COVID-19 pandemic. This was a randomized evaluation of weekly lecture delivery through WhatsApp to LSU students. A questionnaire based on the Unified Theory of Acceptance and Use of Technology’s main constructs was delivered to 200 students that were randomly selected. The results revealed that student’s attitudes, behavioral intention of using WhatsApp for learning as well as the platform’s usefulness were rated highly, implying high adoption. The positive perceptions suggest that it would be easy for the institution to formally integrate the platform to augment traditional lecture delivery or for use during an event that disrupts traditional face-to-face lecture delivery. Results revealed that WhatsApp can support 21st century learning through autonomous, collaborative and learner centred education.

scholarly journals MODEL PEMBELAJARAN DARING PASCA PANDEMI COVID-19

2020 ◽  
pp. 192
Author(s):  
Syarifah Rohana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

The sophisticated information and technology (IT) development can be the answer for various problems post the covid-19 pandemic, particularly the teaching and learning challenges. The role of IT that is booming nowadays is online learning. Online learning is obviously different from regular learning. In this mode of learning, the students are required to have the ability to receive and process information. It serves as media that connect teachers and students who are being remote from one another at any time and anyplace. There are various media utilized to perform online learning such as WhatsApp, Google Meet, Zoom, Google Classroom, and other e-learning platforms. Among all these media, though, WhatsApp apparently appointed as the simplest and easiest media to access in all levels of education. Online learning at current is the effective medium to carry on the teaching and learning process in all levels of education. For the effectiveness of online teaching and learning process during the covid-19 pandemic, there have been a number of learning models suggested by the expert such as remote learning, face to face learning, e-learning, project-based learning, and Blended Learning.

scholarly journals TOWARDS E-LEARNING IN BASIC SCHOOLS DURING COVID-19: INSIGHTS FROM GHANAIAN TEACHERS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Naa Kai Amanor-Mfoafo ◽  
Kwamina Kurefi Edonu ◽  
Olivia Akrofi ◽  
Ebenezer Nortei Dowuona
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Learning Methods ◽  
Face To Face ◽  
Conventional Teaching ◽  
Private And Public ◽  
E Learning ◽  
Approach To Teaching

In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

scholarly journals The learningscape of a virtual design atelier

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Jennefer Hart ◽  
Theo Zamenopoulos ◽  
Steve Garner
Keyword(s):  
Cultural History ◽  
Design Education ◽  
Teaching And Learning ◽  
Creative Industries ◽  
Virtual Design ◽  
Art And Design ◽  
Face To Face ◽  
Large Numbers ◽  
E Learning ◽  
Learning Platforms

The development of e-learning platforms is fundamentally changing the nature of education across all disciplines. Art and design education has traditionally taken place within a studio environment and its model of teaching and learning has been informed by the ‘atelier’ approach which has a distinctive educational and cultural history. Signifi cant pressures arise today in undergraduate art and design education and partly these drive the need to establish an effective and viable modern studio experience. Not only must any new studio support student learning of practice and principles, for example, by allowing students to work alongside experts, it must foster the community and culture of the creative industries. As if this wasn’t diffi cult enough, any innovation in teaching and learning must not incur the huge costs and resource demands of our current models of art and design education and it must be scalable to provide a stimulating experience for large numbers of students with diverse backgrounds, abilities and needs. This paper reports on a suite of studies that were carried out as part of a JISCfunded project titled ATELIER-D. The aim of the project was to create an online virtual design learning environment that replicates and improves the features of traditional face-to-face studio education. The paper makes reference to new curricula at the Open University, particularly a new FHEQ level 4 online design course fi rst presented in February 2010 to 350 students.

scholarly journals Flipped Classrooms for Introductory Computer Programming Courses

2021 ◽  
Vol 11 (4) ◽  
pp. 178-183
Author(s):  
Sónia Rolland Sobral ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Dropout Rates ◽  
Success Rates ◽  
Face To Face ◽  
The Face ◽  
Flipped Classrooms ◽  
Teaching Learning ◽  
Introductory Computer Programming ◽  
Programming Courses

Teaching and learning how to program are not easy tasks. Disapproval and dropout rates are a concern for everyone concerned with the topic. Therefore, it is necessary to look for strategies that improve the motivation of students who start a programming course, also improving success rates and decreasing dropout rates. The inverted class model, or flipped classroom, has been used in several experiments, showing very good results. The objectives of this teaching-learning technique is to change the traditional order: students have contact with new subjects before the classroom, using videos, texts or other material, as well as small online tests to check their knowledge. In this way, the face-to-face classes are reserved for discussion, doubts and application of previously acquired knowledge. The purpose of this paper is to analyze the scientific production on Flipped classrooms in introductory programming courses indexed in Elsevier’s Scopus. The sample is composed by 45 articles in total. The results obtained by bibliometric analysis showed when and where those documents are published, who are the authors and what is the focus of said articles. We also analyzed the most cited documents. We made a summary of the articles, namely in what refers to the sample size of the experiences, which programming language is used, in which universities the articles are made, which technology is used, as well as which methods are used in order to create inverted classes and which are the objectives and results of these experiences reported on the articles.. We managed to get a global view of the theme, getting a strong analysis for those who want to use flipped classrooms for teaching programming.

scholarly journals e-Learning Challenges from the Students’ Point of View

2021 ◽  
pp. 439-448
Author(s):  
Daiva Rimkuvienė ◽  
Anna Vintere ◽  
Eve Aruvee
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Life Sciences ◽  
Learning Difficulties ◽  
Point Of View ◽  
Educational Institutions ◽  
Face To Face ◽  
Learning Challenges ◽  
E Learning ◽  
Face To Face Learning

E-learning has become mandatory at all levels of educational institutions due to the coronavirus pandemic. This paper analyses the learning difficulties that university students have encountered as a result of this changed situation. Empirical research includes a survey of students at three Baltic universities: Latvia University of Life Sciences and Technologies (LLU), Vytautas Magnus University (VMU) and Estonian University of Life Sciences (EMÜ). The aim of our article is to compare opinions on the challenges faced by students of Baltic States during mandatory remote learning. The results of this study revealed that there were no statistically significant differences between respondents in the countries participating in the survey in terms of the opinions expressed on the availability of appropriate hardware, communication with teacher and interaction with classmates and difficulty focusing on remote studies. Students who prefer face to face learning style mentioned difficulties in paying attention to studies, In addition, the majority of respondents indicated that they often had problems communicating with teachers. It was found that not only achieving learning outcomes, implementing practical works, and the volume of study works caused challenges but also lack of digital skills and interaction with classmates.

Proposal of a Set of Reports for Students' Tracking and Assessing in E-Learning Platforms

2010 ◽  
pp. 235-261 ◽  
Author(s):  
Marta E. Zorrilla Pantaleón ◽  
Elena E. Álvarez Sáiz
Keyword(s):  
New Technologies ◽  
Content Management ◽  
Traditional Education ◽  
Point Of View ◽  
Learning Content ◽  
Educational Environments ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

The teaching-learning process has undergone a deep change with the appearance of new technologies. E-learning environments and, in particular, learning content management systems have provided capacities and tools which have contributed notably to this change. Their use has spread rapidly in the educational environments due to the advantages that they offer: freedom of timetable, ubiquity, tools for the communication and collaboration, etc. However, they still lack a suitable tool for the monitoring and follow-up of the students that allows the instructors, in an easy and intuitive way, to know what is happening with their distance students. This lack of knowledge is, to a great extent, the cause of a higher number of dropouts and a lower students’ performance in comparison to traditional education. Consequently, in this chapter, the authors propose a set of reports, designed from an educational point of view, which help instructors to carry out this task and an architecture software for their implementation.

scholarly journals A Comparative Study of E-learning Platform in Reading and Translating Course for Engineering Students

2016 ◽  
Vol 11 (04) ◽  
pp. 120 ◽  
Author(s):  
Xue Shi
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Developed Countries ◽  
The United States ◽  
Web Based ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

Web-based learning environments are being more widely used in higher education to support face to face teaching activities. Universities in Europe, the United States, and other developed countries extensively use e-learning platforms; however, this is still in the trial stage in Chinese universities and educational institutions. Moodle has been considered as an interactive e-learning tool to motivate students and involve them in resolving both individual and collaborative tasks. In order to improve class attendance and homework assignments submission, an e-course was developed via Moodle and proved to be a positive teaching/learning experience. Following this study, a series of conclusions can be drawn concerning its benefits in terms of stimulating students’ interest in homework tasks and increasing their frequency of interaction with teachers and among colleagues.

scholarly journals Perception and Intention to use E-learning from Students’ Point of View- An Evidence from Malaysia Local University

2020 ◽  
Vol 5 (2) ◽  
pp. 11-20
Author(s):  
Salina Mad ◽  
Nor Alwani Omar ◽  
Ezzah Suraya Sarudin ◽  
Nurul Hidayah Aziz
Keyword(s):  
Technology Acceptance ◽  
Teaching And Learning ◽  
Transition Period ◽  
Point Of View ◽  
Learning Technology ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Willingness To Use ◽  
Education Process

Education landscape has changed dramatically due to Covid19 pandemic as in many country, conventional or face-to-face teaching and learning is no longer an option to avoid the spread of a virus.  E-learning become one of the best alternative to ensure education process could continue because experts believe world could only recover from this crisis in another two years. This paper will delve into students’ perspective about e-learning and their willingness to use e-learning. Technology Acceptance Model (TAM) was used to outlined this study. Majority of the student have an idea about what is e-learning. They also agree that e-learning able to accomplished learning and assessment proses as well as enable the interaction among students and student with instructor. Result also indicate, majority of the students have positive opinion towards e-learning nevertheless they prefer e-learning to be embedded in their education process (hybrid learning) as they are still prefer to have some level of face-to-face learning. However, this result cannot be used to generalize the opinion of all university’s’ student as diploma student tend to feel more comfortable to have face-to-face interaction with lecturer because they are in the transition period from school to university.

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