VIRTUAL TEACHING AND LEARNING OF BUSINESS EDUCATION IN POST COVID-19 ERA IN NIGERIAN HIGHER INSTITUTIONS

Ngozi Bibiana NWABUFO, Hadiza Usman NUHU

Abstract


 

The focus of this study is on virtual teaching and learning of Business Education programme in post COVID-19 pandemic in Nigerian higher institutions. It argued that conventional strategies of teaching are not adequate for teaching and learning during and after the COVID19 pandemic; due to the lockdown, social distancing and observing all protocols of the pandemic. Scholars are of the view that e-learning would be the best alternative: however, the conventional methods of teaching holds sway in the educational sector. In light of this, scholars believed that the Google Classroom framework, E-learning and Virtual Classroom which has been in vogue in many countries of the world could be the best alternative for and after the Pandemic in Nigeria tertiary institutions. The paper reviewed the benefits of Google Classroom, E-learning and Virtual Classroom. The manuscript also mentioned some challenges that can militate against the strategy in Nigeria higher institutions. It was concluded that Google Classroom, E-learning and Virtual Classroom are taking a basic step today, but after a decade, it might replace the traditional classroom teaching because it won’t be like a robot teaching but would, be an innovation in the educational system of Nigeria. Therefore, the researchers recommended among others; that National Universities Commission (NUC), National Board for Technical Education (NBTE) and National Commission for Colleges of Education (NCCE) should strengthen their monitoring and evaluation team to ensure proper monitoring of the correct software and hardware are purchased and adequately installed in every higher institutions of Nigeria.

 

Keywords: COVID-19, Google Classroom, E- learning, Virtual Class room for teaching and learning.


Full Text:

PDF

References


Adhikary, M. C. (2018). Role of teachers in quality enhancement education and human

Development. International Journal of Humanities and Social Science Invention(IJHSSI),7(12), 34-41.

Algahtani, A.F. (2011). Evaluating the Effectiveness of the Elearning Experience in Some Universities in Saudi Arabia from Male Students' Perceptions, Durham theses, Durham University.

Aina, J. K., & Langenhoven, K. (2015). The likely implications of active learning in physics through peer instruction (PI) in Nigerian schools. International

Journal of Law, Education, Social and Sports Studies (IJLESS), 2(3), 8-15 [4].

Aina, J. K., & Olanipekun, S. S. (2018). Mobile-learning (mlearning) through WhatsApp messaging, Facebook, and YouTube, Nigeria. Education Journal,1(1), 111-121.

DOI: 10.31058/j.edu.2018.13008

Ajadi, T. O., Salawu, I. O., & Adeoye F. A. (2019). E-learning and distance education in

Nigeria. The Turkish Online Journal of Educational Technology, 7(4), 1-10.

Arkorful, V., & Abaidoo, N. (2014). The role of e-learning, the advantages and disadvantages of its adoption in Higher Education. International Journal of Education and

Research, 2(12), 397-410.

Azhar, K. A., & Iqbal, N. (2018). Effectiveness of google classroom: teachers’ perceptions.

Prizren Social Science Journal, 2(2), 52-66.

Basher, S. A. O. (2017). The impact of Google classroom application on the teaching

efficiency of pre-teachers. Retrieved from https://www.researchgate.net/publication/

Bryan, A., & Volchenkova, K. N. (2016). Blended learning: Definition, models, implications for higher education. Education Educational Sciences, 8 (2), 24–30. DOI:

14529/ped160204.

Cleveland-Innes, M., & Wilton, D. (2018). Guide to blended learning. Common wealth of Learning.

Franklin, U. E., & Nahari, A. A. (2018). The impact of e-learning on academic performance: Preliminary examination of king Khalid University. International Journal of Academic Research in Progressive Education and Development, 7(1), 83-96.

Henukh, A., Rosdianto, H., & Oikawa, S. (2020). Implementation of google classroom as

multimedia learning. Journal of Physics Education, 5(1), 38-44 [17].

Hussaini, L., Ibrahim, S., Wali, B., Libata, I., & Musa, U. (2020). Effectiveness of google Classroom as a digital tool in teaching and learning: students’ perceptions. International Journal of Research and Innovation in Social Science (IJRISS) 4(4),

-54 [18].

Jandrić, P. (2020). Postdigital research in the time of Covid-19. Postdigital Science and

Education, 2, 233– 238. https://doi.org/10.1007/s42438-020-00113-8.

Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893–899. https://doi.org/10.1080 /00131857.2018.1454000

Kyari, S. S., Adiuku-Brown, M. E., Abechi, H. P., & Adelakun, R. T. (2018). E-learning in tertiary education in Nigeria: Where do we stand? International Journal of

Education and Evaluation, 4(9), 1-10.

Mafa K. R. (2018). Capabilities of google classroom as a teaching and learning tool in higher education. International Journal of Science Technology & Engineering,

(5), 30-34.

Mohamedbhai, G. (2020).COVID-19: What consequences for higher education? Retrieved April23,2020,from

https://www.universityworldnews.com/post.php?story=202004070 64850279.

Nagoba, B. S., & Mantri, S. B. (2015). Role of teachers in quality enhancement in higher

education. Journal of Krishna Institute of Medical Sciences University, 4(1), 117-182.

Nedum-Ogbede, P.O. (2016). New technologies in business education challenges and the way forward. Nigerian Journal of Association of Business Educators, Vol. 3 No 2

-106.

Nwaifo, V.O., & Uddin, P.S (2009). Transition from the 6-3-3-4 to the 9-3-4 System of Education in Nigeria: An Assessment of Its Implementation on Technology Subjects. Stud Home Comm Sci, 3(2), 81-86.

Otunuya, S.O. ( 2016).E-learning: A tool for Distance Learning in Business Education.

Nigerian Journal of Association of Business Educators. Vol.3 No2 44-51.

Pande, D., Wadhai, V. M., & Thakare, V. M. (2016). E-learning system and higher education. International Journal of Computer Science and Mobile Computing,

(2), 274-280.

Rabbi, M. M. F., Zakaria, A., & Tonmoy, M. M. (2018). Teaching listening skill through google classroom: A study at tertiary level in Bangladesh. Retrieved April 16, 2020, from https://www.researchgate.net/publication/324561428

Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016). Google classroom as a tool for active learning. Proceedings of the International Conference on Applied Science and Technology 2016 (ICAST’16). AIP Conf. Proc. 1761, 020069-1– 020069-6; doi: 10.1063/1.4960909

Trucano, M. (2014). Education and Technology in age of Pandemics (revisited). Revised April23,2020,from

https://www.universityworldnews.com/post.php?story=202004091 50034920.

Usun, S (2013). Advantages of Computer Based Educational Technology for Adult Learners. The Turkish Online Journal of Educational Technology- TOJET October 2013,ISSN:1303-6521, Volume 2, issue 4 Article 1.

Virtual Classroom.VEDAMO, https://www. vedamo.com/virtual-classroom (01/09 2020).

Wikipedia Encyclopaedia (2016).en.wikipedia.org/Business Education.

Zhu, X. (2020). Building up National Online Teacher Education System. Research in EducationDevelopment,40(2),3.https://doi.org/10.14121/j.cnki.1008-3855.2020.02.002.


Refbacks

  • There are currently no refbacks.


Copyright ©  2022. KWASU International Journal of  Education (KIJE) All Rights Reserved. 
ISSN: 2384-6801 (ONLINE & PRINT) 

Powered by Myrasoft Systems Ltd.(http://www.myrasoft.ng)