Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education

Ololube, Nwachukwu Prince

doi:10.4018/978-1-4666-4574-5.ch006

Cited by 12 publications

(9 citation statements)

References 9 publications

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“…Most of countries had three national examinations. These primary six leaving examination, lower secondary school passing examination and the upper secondary school leaving examination (Ololube, 2014). National examination contribute more to the dictation and action of gatekeeping protecting entry into schools, the selection of learners and the provision of assessment of students during completing their studies to enter into other education levels (Nakpodia, 2010).…”

Section: Score Obtained In History In Secondary Schools National Examinationsmentioning

confidence: 99%

The relationship between instructional materials usage in teaching and learning outcome in history subject within secondary schools in Rwanda

Didace¹,

Andala²

2021

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The effective usage of instructional materials plays a significant role in promotion of teaching and learning outcomes. The usage of relevant material stimulates students to become more attentive and motivated in classroom setting. The purpose of this study was therefore to find out the relationship between instructional materials and learning outcomes. The study employed correlation research design. The target population was 621 respondents out of which 244 were used as the sample size. Simple random and purposive sampling techniques were used in the study to obtain the sample size. Questionnaire, interview guide and desk review was used data collection instruments. SPSS was used in data management. The findings revealed that visual aids are used at moderate level at which 49.9% strongly agreed that instructional materials used are pre-determined 47.2% strongly agreed that teaching methods are well prescribed in the lesson planning. The study indicated that a big number of students got the grades lying in division IV and Division U (Unclassified). The study found that 81% of the respondents agreed that students participated in history lesson and 70.0% agreed that students understood history. Results also revealed that holding instructional material usage constant to a constant zero, attendance from Monday to Friday would be at .116 for lesson plan. An increase in instructional material usage stimulates adequate ratio by a factor of 0.11 standardized significance at learning process. The study recommended that the government should allocate sufficient budget that would be given to ameliorate libraries in secondary schools and laboratories. The government should find resource centers to facilitate teaching staff borrow instructional materials which cannot not available in secondary schools. Further, the government should conduct workshops, conferences and meeting to stimulate their skills on using instructional materials. School principals should follow up their teaching staff to be sure with the availability of instructional materials are effectively applied. The community should encourage parental involvement in providing instructional material usage in secondary schools in order to enhance learning outcomes. Keywords: Instructional materials, Teaching and learning outcomes and usage of instructional materials.

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Section: Score Obtained In History In Secondary Schools National Examinationsmentioning

confidence: 99%

The relationship between instructional materials usage in teaching and learning outcome in history subject within secondary schools in Rwanda

Didace¹,

Andala²

2021

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show abstract

“…In most cases, take home assignments are given to students with basic instructions and sources for materials on the Internet. In some cases, assignments are submitted to faculty members via e-mail and feedback is provided to students' days after the submission also via e-mail (Ololube, 2014).…”

Section: Teacher Education Programs In Nigeriamentioning

confidence: 99%

“…It is reasonable to expect educational technology to be developed with similar objectives. That is, if a teacher selects the most appropriate educational technology, student learning can be optimized and an increase in the value of the outcome obtained (Ololube, 2014). Newhouse (2002a) explains educational productivity as a concept most happily found in economics textbooks where the productivity of a worker or economic unit is defined by dividing the output (revenue) by the input (costs).…”

Section: Its/iss and Teacher Educationmentioning

confidence: 99%

“…In a complex society like Nigeria, many factors affect the use and integration of technologies in the teaching and learning process. As a result, a pro-active, interdisciplinary and integrated approach is required to ensure the successful development of teacher education and, in turn, the successful future development of the national economy (Ololube, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the Usage and Integration of ITs and ISs in Teacher Education Programs in a Sprouting Nation

Ololube

2013

MJSS

Self Cite

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This article explores the impact of the changing context of information technologies (ITs) and information systems (ISs) on teacher education (TE). ITs and ISs have influenced educational philosophy and classroompractices all over the world. Significant technological innovations over the last three decades have altered the environment in which educators operate, and profoundly changed the experience of both formal and informal education. The impact and pervasiveness of ITs and ISs have forced traditional Colleges and of Education and University Faculties of Education into a period of transition and transformation. Colleges and Faculties of Education have, for example, become sites of branding and rebranding. The policy makers associated with these programs reflexively look to market-based solutions without first giving serious thought to the challenges preventing the effective integration and use of ITs and ISs in TE, particularly in developing economies. Using a theory-based method of analysis, this paper gathers and analyzes contemporary views and ideas on education and technology. This paper finds that the impact of ITs and ISs on TE programs in Nigeria has shortchanged these programs. As a result, education consumers and stakeholders are dissatisfied with the slow integration and use of ITs and ISs in government owned institutions of higher education in general and in TE programs in particular.

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“…All students and tutors could add and contribute to the learning activities from any geographical location, and a variety of educational opportunities can be constantly shared and retrieved. Through e-learning, both lecturers and students benefit from streamline learning process using Open-Source Learning Management System (LMS) because of its low cost of application with many features and attainment (Ololube, 2014;Syamsuddin & Alimin, 2014).…”

Section: Introductionmentioning

confidence: 99%

Perception of Learning Management System Among Distance Learners in South-West, Nigeria

Ajijola

Aladesusi

Ogunlade

et al. 2021

J. Dig. Learn. Edu.

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Learning Management System (LMS) is a common platform where students and teachers can interact digitally, most especially in Open and Distance Learning (ODL) institutions. However, it has been discovered over time that most of the distance learners with poor study habits lag behind in its utilization. The purpose of this study was to investigate the Perception of Learning Management System among Distance Learners’ in South-West, Nigeria. Emphasis was on gender and field of study using an adapted Technology Acceptance Model (TAM). This study employed a descriptive research method. Data were collected through the administration of a-validated researcher-adapted questionnaire. Descriptive statistics of mean and standard deviation were used to answer research questions one and two. Inferential statistics of t-test and ANOVA were used to test the hypotheses at 0.05 level of significance. The research findings indicated that there were significant differences between male and female distance learners in their: perceived usefulness of LMS (p=0.00); perceived ease of use of LMS (p=0.004); in favour of males; there was no significant difference among Sciences, Arts and Social Science distance learners on their perceived usefulness and perceived ease of use of LMS. It was therefore recommended that training and support programs be established to ensure a sustainable use and prevent collapse of LMS in the institutions in respective of distance learners’ gender and field of study.

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Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education

Cited by 12 publications

References 9 publications

The relationship between instructional materials usage in teaching and learning outcome in history subject within secondary schools in Rwanda

The relationship between instructional materials usage in teaching and learning outcome in history subject within secondary schools in Rwanda

Evaluating the Usage and Integration of ITs and ISs in Teacher Education Programs in a Sprouting Nation

Perception of Learning Management System Among Distance Learners in South-West, Nigeria

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