E-learning readiness of universities in Nigeria- what are the opinions of the academic staff of Nigeria’s premier university?

Nwagwu, Williams

doi:10.1007/s10639-019-10026-0

Cited by 39 publications

(58 citation statements)

References 12 publications

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“…Peran serta siswa dalam e-learning yang paling menentukan kesuksesan dari dilaksanakannya e-learning ini. Siswa yang aktif berpartisipasi dan memberikan komentar saat pelajaran berlansung dengan e-learning, akan membuat pemahaman siswa tersebut semakin memahami ilmu yang dipelajari (Al-araibi et al, 2019;Back et al, 2015;Kew et al, 2018;Mhouti et al, 2017;Nwagwu, 2020;Pham et al, 2019). Sebagai sebuah strategi pembelajaran, e-learning merupakan pilihan yang paling ideal saat terjadi wabah COVID-19.…”

Section: Gambar 5 Persentase Jenis Koneksi Siswa DI Rumah Dalam E-leunclassified

Covid-19 Dan E-Learning: Perubahan Strategi Pembelajaran Sains Dan Lingkungan Di SMP

Ichsan

Rahmayanti

Purwanto

et al. 2020

JINoP

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Corona Virus Diseases (Covid-19) has become an epidemic in Indonesia and even has become a global pandemic in 2020. Various impacts of Covid-19 is one of them changes learning strategy. One of them is the change from conventional learning to internet-based learning or electronic learning (e-learning). The purpose of this study was to describe the e-learning in natural science and environmental learning during the Covid-19 outbreak. The research method used descriptive method and data collection techniques using a survey through Google Form. The study was conducted during March 2020 in Bekasi city and Bandung city, when the Covid-19 outbreak began in Indonesia. The results of this study indicate that there are many limitations. Findings showed that Whatsapp was the highest e-learning media (65.54%). Related to the biggest obstacle is about internet quota in a cellular phone (27.03%). Then students think the video (35.14%) was the best type of file to be shared in e-learning. Then the majority of students (54.73%) thought that the most effective duration for e-learning was 2-3 hours. The results of this study indicate that e-learning was not yet perfect and needs to be improved. The conclusion of this study was e-learning needs to be improved and need innovation.

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Section: Gambar 5 Persentase Jenis Koneksi Siswa DI Rumah Dalam E-leunclassified

Covid-19 Dan E-Learning: Perubahan Strategi Pembelajaran Sains Dan Lingkungan Di SMP

Ichsan

Rahmayanti

Purwanto

et al. 2020

JINoP

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“…A previous study showed most tertiary schools in Nigeria had no provision for remote teaching. 8 Many pharmacy educators had to face how underequipped pharmacy schools were and how underprepared the faculty members were in responding to situations that would require effective online teaching. However, faculty members became creative by utilizing open resources, social media, and phone apps for the teacher-student interface.…”

Section: Experience In Nigeriamentioning

confidence: 99%

COVID-19 Pandemic Challenges and Lessons Learned by Pharmacy Educators Around the Globe

Kawaguchi‐Suzuki

Nagai

Akonoghrere

et al. 2020

American Journal of Pharmaceutical Education

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Severe acute respiratory syndrome coronavirus 2 and the infection, COVID-19, affected people's life worldwide. This pandemic forced both pharmacy faculty and students to adapt to a new teaching and learning environment not only in the United States but around the globe. Pharmacy educators faced common challenges and opportunities to make classroom learning and experiences, as well as student assessments, into a remote or online format. Unique approaches taken to overcome difficulties in various countries showed pharmacy faculty's resilience to continue providing education to students. The pandemic also shed light on areas needing improvement for pharmacy educators to work on in the future.

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“…Notably, is the fact that there is no correlation between a country"s internet usage or presence, and the success of virtual programme delivery and assessment. For instance, Nigeria is the sixth country on the list of top 20 countries with the highest number of internet users in the world according to Table 1, yet, the traditional mode of face-to-face programme delivery and assessment is still preferred in the majority of Higher Education Institutions (Nwagwu, 2019). By contrast, Finland did not appear on the list of the global top 20 internet users, despite a consortium of 21 Finnish universities operating virtual education for almost two decades (Kess, 2003).…”

Section: Continentsmentioning

confidence: 99%

“…For instance, All HEIs in Australia, Germany, Italy, Republic of Ireland, United Kingdom and the United State of America had switched to online learning, while in Africa, it was only HEIs in South Africa that had switched to online programme delivery and assessment. In Nigeria, only a few HEIs could transit to partial online learning (Nwagwu, 2019), except National Open University of Nigeria. In Argentina, despite the lockdown, they still made efforts to keep academic activities afloat.…”

Section: International Disparities In Heis Responses To Virtual Learnmentioning

confidence: 99%

Global Perceptions of Faculties on Virtual Programme Delivery and Assessment in Higher Education Institutions During the 2020 COVID-19 Pandemic

Sasere

Makhasane

2020

IJHE

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Amidst the outbreak of COVID-19 worldwide, virtually all national governments declared a “lockdown” of all institutions in a bid to curtail its spread. This posed serious challenges to programme delivery and assessment in Higher Education Institutions (HEIs), with foreseeable long and short-term consequences. This study investigated the effectiveness of virtual programme delivery and assessment in Higher Education Institutions (HEIs) during the COVID-19 (Corona Virus) pandemic, from a global perspective. The study assesses the success rate of virtual teaching and learning via various online platforms that were set up to make up for time lost due to the unanticipated global HEIs closure. Organisational Change Theory was used to inform the study, within the confines of simple qualitative research approach. Data were collected using interview while participants were selected through convenience sampling technique via online platforms such as the reputable online academic community, email, WhatsApp, and the UNESCO website. Data were analysed using thematic analysis. The findings revealed disparities in responses to virtual learning across HEIs and national contexts. Training and re-training of lecturers and students, and the provision of virtual learning enabling infrastructure, were recommended to mitigate similar situation in future.

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E-learning readiness of universities in Nigeria- what are the opinions of the academic staff of Nigeria’s premier university?

Cited by 39 publications

References 12 publications

Covid-19 Dan E-Learning: Perubahan Strategi Pembelajaran Sains Dan Lingkungan Di SMP

Covid-19 Dan E-Learning: Perubahan Strategi Pembelajaran Sains Dan Lingkungan Di SMP

COVID-19 Pandemic Challenges and Lessons Learned by Pharmacy Educators Around the Globe

Global Perceptions of Faculties on Virtual Programme Delivery and Assessment in Higher Education Institutions During the 2020 COVID-19 Pandemic

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