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Start date: 2020Subject: search.filters.subject.Remote learning

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    Institutional readiness factors and the adoption of remote learning platforms among university stakeholders in Nigeria during COVID-19 pandemic
    (2021) Junaid, I. O.
    The advent of COVID-19 pandemic has brought the new normal, not only in social interactions but also in teaching-learning activities. It caused the sudden change by most education institutions to remote learning platforms as a result of state configuration policies that prohibited social gathering and enforced social distancing. Lack of empirical findings on responses of higher education stakeholders to the adoption of remote learning platforms during COVID-19 pandemic created an impetus to examine institutional readiness factors and the adoption of remote learning platforms among public and private universities’ stakeholders. This descriptive survey design used a total population of all academic staff of universities in the Southwest Nigeria. One hundred and sixty eight (168) participants were randomly sampled across states in the Southwest using a validated on-line instrument designed on “Google form” and which had a Cronbach Alpha coefficient of (r=0.70). Data collected was analysed using blinder Oaxaca decomposition procedure of Stata. The result revealed that the tendency to adopt the remote learning platform by both private (F(4, 41) =3.15, p<0.05) and public F(4, 113) =2.93, p<0.05) stakeholders was significant. The level of readiness of public institutions’ stakeholders in terms of facilities, training, self-efficacy and perceived usefulness of remote platforms was not significant while the self-efficacy of private stakeholders was significant (ß = .063, t =2.16, p<0.05). The result informed the need for more trainings and provision of facilities for optimum readiness for any future emergency like COVID-19 pandemic.
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    Determinants of academic staff readiness for the adoption of online teaching-learning platforms in African universities during COVID-19 pandemic
    (Positive Psychology Association, Nigeria with headquarters in University of Ibadan, Nigeria, 2021-06) Junaid, I. O.; Ojetunde, S. M.
    Effective teaching-learning activities require considerable preparation in terms of knowledge of the content, pedagogical skills and provision of relevant instructional materials. The proliferation of Information and Communication Technology (1CT) and its adoption for teaching raised issues on the expected level of ICT efficacy, needed by lecturers for effective use of modem technologies for teaching. This situation was fueled by the advent of COVID-19 pandemic which warranted institutions at all levels to adopt online/remote teaching-learning platforms as the alternative means of continue education activities while learners are still at home due to the social distance policy. Using remote platforms has raised questions about its effectiveness as there was no prior training for lecturers and how their personal characteristics would promote the adoption of remote platforms have not been established. This creates impetus to examine institutional readiness determinants using staff personal characteristics as a test case. Ex post facto design was adopted for the study. The population comprised lecturers from Higher institutions who responded to an online questionnaire using "Google forms" (research instrument) titled Higher Institutions Academic Staffs Readiness (H1ASR, r=0.91) from which 173 lecturers from higher institution in Africa were purposively selected. Data collected were analysed, using Ordinary Least Square regression and O-probit at 0.05 level of significance. Results revealed that joint contributions of independent variables (gender, academic cadre and self-efficacy) was significant (R(2)=0.204, F-test=3.475. p<0.05); staff academic cadre (β= -2.295, t=-1.88, p<0.05) and self-efficacy (β= -1.914, t=2.00, p<0.05) made significant contributions but no significant contribution was made by gender (β= -.426, t= -1.17, p>0.05). It is recommended that external factors such as, internet facilities and bandwidth, alongside academic staffs personal characteristics, should he given high level of consideration.