Research Article
Olubanke M. Bankole
EUR J INTERACT MULTIMED ED, Volume 3, Issue 2, Article No: e02210
ABSTRACT
The outbreak of COVID-19 pandemic forced many academic institutions to shift from face-to-face classroom to online classes. This study investigates the adoption and perception of online learning under the COVID-19 outbreak among undergraduates of library and information science (LIS). Using descriptive survey approach, total enumeration technique was used to enlist all undergraduates (457 students) of LIS as participants. A structured questionnaire tagged “perception of adoption of online learning among LIS students” was administered to participants using online Telegram polls within a period of two weeks in February 2021. The findings revealed that 98.5% of respondents used their mobile phones for online classes, the most used learning platforms being telegram (79.05%) and zoom (33.0%). Those that rated their learning achievement ‘good’ comprised 75.5%, and 72.9% were satisfied to varying degrees with online classes, but just 19.0% of respondents expressed preference for only online lectures, while majority (44.4%) preferred hybrid mix of traditional classroom and online learning. The students considered learning from any location any time and time management as the major advantages of online learning, while inadequate infrastructure/lack of suitable devices, unstable internet connection and extra financial burden for internet data were the major identified disadvantages. The paper concludes by recommending key steps to be taken by university authorities, governments and other relevant stakeholders to make online teaching more familiar and acceptable to the students.
Keywords: online learning, COVID-19 pandemic, students’ perception, library and information science students, Tai Solarin University of Education
Research Article
Oluwole Caleb Falode, Emeka Joshua Chukwuemeka, Modupe Esther Falode
EUR J INTERACT MULTIMED ED, Volume 3, Issue 1, Article No: e02208
ABSTRACT
It is an undisputed fact that the existence of COVID-19 disease has posed many challenges to the different sectors of the Nigeria economy and the educational sector seems to be the most adversely affected. This is because of the total lockdown of schools for several months as part of the measures put in place by the federal government to curtail the spread of the disease. As a result, teaching and learning activities were shut down because of various technological development challenges. This paper focuses on the challenges posed by the COVID-19 disease to the education sector and the need to sustain the growth of science, technical and vocational education (STVE) in Nigeria in spite of the pandemic. Using the narrative literature review methodology, impact of the pandemic on teaching and learning STVE were discussed as well as different innovative and technology-driven approaches that could be integrated when similar crises occur in the future such as online teaching and learning, social media platforms, electronic learning, learning management systems, printed courseware, flipped classroom model, educational broadcasting, and synchronous communication tools were also explored in the paper. The recommendation elaborates on the need for stakeholders to be adequately prepared in terms of necessary trainings and provision of amenities that support continuous learning whenever civic and health crises necessitate emergency closure of schools in the country.
Keywords: COVID-19, science technical and vocational education (STVE), technology-driven education, technology integration, vocational education
Research Article
Olajumoke Toye Ominowa
EUR J INTERACT MULTIMED ED, Volume 3, Issue 1, Article No: e02202
ABSTRACT
This study examines the level of Ondo State science teachers’ Technological Knowledge (TK) and the effect of demographic variables such as school geographical location and gender, with a view to bring about effective teaching of science concept through integration of technology. This study is based on survey research design. The population comprised all science teachers in public secondary schools in Ondo State. Data was collected from 628 science teachers across the three senatorial districts in the State. The instrument used was technological knowledge questionnaire and a reliability coefficient r = (0.93) was obtained using Cronbach Alpha. Two research hypotheses and one question were posed to guide the study. Findings from this study revealed that 66.9% of science teachers in Ondo State have low level of TK, a significant difference between the TK of rural and urban teachers and no significant difference between the TK usage between female and male teachers. It is recommended that government should develop a comprehensive framework for professional development that will assist teachers to develop skills to teach in the 21st century environment.
Keywords: technological knowledge, science, teachers, rural, urban
Research Article
Favour Mosunmola Sobowale, Emeka Joshua Chukwuemeka, Abdullateef Eyitayo Babatunde, Samaila Dominic
EUR J INTERACT MULTIMED ED, Volume 1, Issue 1, Article No: e02005
ABSTRACT
The study examined the effects of ATutor Platform on learning outcomes in Agricultural Science among university students in North-Central, Nigeria. The researcher used quasi-experimental design (pretest, posttests, non-randomized, non-equivalent experimental and control groups design). The population of the study was 4,562 students. The sample size for the study comprised 237 students from two Universities in North-Central, Nigeria drawn from the population. The research instrument was developed by the researchers and validated by two experts, from the Department of Educational Technology, Federal University of Technology, Minna. To determine the reliability of Agricultural Science Achievement Test (ASAT), Spearman Brown Coefficient was used to analyse the data that was collected from ASAT administered to the students using SPSS version 20, a reliability coefficient of 0.81 was obtained which is above the bench mark of 0.70. This shows that the instrument was reliable. To determine the reliability of Agricultural Science Satisfaction Questionnaire (ASSQ), Cronbach Alpha was used to analyse the data collected and a reliability coefficient of 0.85 was obtained, which shows that the instrument was reliable. To determine the reliability coefficient of Agricultural Science Interest Inventory (ASII), Cronbach Alpha was also used and when analysed, a reliability coefficient of 0.75 was obtained which showed that the instrument is suitable for the categories of students in this study. Three research questions guided the study while the three hypotheses formulated were tested at 0.05 level of significance. Frequency counts, mean (X) and standard deviation (SD) were employed to answer the research questions while t-test was used to test the hypotheses. Findings showed significant difference between the students taught using ATutor Platform and those taught using lecture method. It was concluded that ATutor Platform should be employed to teach Agricultural Science. It was also recommended that ATutor Platform be used in teaching and learning process among others.
Keywords: agricultural science, learning outcomes, ATutor, learning content management system