Changes in Teaching and Learning in Higher Education during COVID-19 Lockdown: A Study of LIS Students in India

Abstract

With the rapid advancement of society, online learning has become more popular in the entire world due to Covid-19 pandemic. The pandemic offered almost a total paradigm shift to online teaching and learning across various educational platforms. This paper was aimed at reviewing the teaching and learning changes in higher education during COVID-19 Lockdown using empirical evidence from central universities in India. The study adopted a survey method utilizing an online questionnaire as the primary tool for data collection. The study covered 19 Central Universities in India that are offering Library and Information Science courses. Major findings showed, amongst others, that-most universities provided online classes during the lockdown period; Zoom application was the most utilized for online instructional during the COVID-19 Lockdown; the major difficulty faced by students during the online classes was the lack of internet facilities; the use of webinars in the field of LIS field was considered as an important source of education and learning. Based on these findings, key implications were discussed for the sustainability of LIS teaching and learning in higher education.

Perspectives of Nigerian Graduates on Curriculum Reengineering, Acquisition of Emerging Technologies, and Job Creation: A Descriptive Study

“…Having access to the necessary hardware may improve graduates' use of emerging technologies in the future. The results support the study of Aslam et al (2021), which found that the majority of respondents learnt using WhatsApp, online classes, and email; with a few learning through a learning management system (LMS), other means (such as department website, blogs, zoom applications). The result also offers support to Krajcik and Mun (2014) who submitted that electronic interceptors (sensors and software), dynamic modelling tools, interactive visualisation tools, and integrated e-learning are most commonly integrated into school curriculums to support science teaching and learning.…”

“…During the Covid-19 pandemic, a recent study by Aslam et al (2021) discovered that the majority of respondents (29.4%) learnt using WhatsApp, 29.4% through online classes, 28% through email, 5.3 per cent through a learning management system (LMS), and 7.6% through other means (such as zoom application, department website and blogs). Not even one respondent mentioned using YouTube as a source of educational content, and no one mentioned using any local networks.…”

Institutionalizing Technologies in South African Universities towards the Fourth Industrial Revolution

“…Table 3 shows that most Executive Deans/ Deans were convinced that the newly added technology has added value in their teaching and learning. The major themes that emerged from the interviews with Executive Deans/ Deans that derived value from the utilization of technology include the observed improvement in the standard and quality of teaching and learning which is consistent with the findings of [88,89] improved performance by students, positive feedback from lecturers and students [12,17,20], continuity with classes even under-lockdown conditions [14,72], reduction in cases of application for sick leave and missing scheduled assessments, and the ability to do more online than the traditional classes [17,41,56]. It is noteworthy that the Faculty of Theology and Faculty of Health Sciences experienced 100% value derivation from the use of the newly bought technologies.…”

“…The response of the institutions of higher learning in the country is crucial in this context. While the usefulness of the ever-evolving technologies as tools for advancing teaching and learning cannot be over-emphasized [7,8,9,10,11], a shift from the traditional mode of teaching and learning to either a complete technology mode of teaching or a gradual blend of the traditional and the use of technologies seemed to have been greeted with mix feelings among the academics, especially in the emerging economies [12,13,14,15,16,17]. This is clear in the number of higher education institutions that have embraced the online teachings in developed economies as against emerging economies [18,19,16].…”

Care/Support, Location, and the Monitoring/Evaluation of HIV/AIDs Prevention Programs: The Case of Southern Senatorial District of Cross River State, Nigeria

“…The outburst of Covid-19 in the early months of 2020 shifted people's attention from HIV/AIDs, making it appear like a forgotten story (Owan, Akah, et al 2021). While we are battling to fit into the new normal occasioned by the Covid-19 pandemic (Owan, Asuquo, et al 2021;Aslam, Sonkar, and Owan 2021), it is pertinent that we also consider regulating the spread of the HIV/AIDs pandemic.…”