Research Article
Oluwole Caleb Falode, Blessing Fausat Ogunje, Emeka Joshua Chukwuemeka, Ahmed Bello
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02101
ABSTRACT
This study investigated the perception and attitude of employers of labour toward distance learning graduates in Niger State, Nigeria. The descriptive survey research approach was adopted and employers of labour in both private and public sectors within the study area constituted the sample. Four research questions and two null hypotheses were answered and tested respectively in the study. A 19-item researchers’ developed questionnaire was used as an instrument for data collection. The instrument was considered suitable after undergoing experts’ validation and reliability checks. Data gathered were analyzed in which Mean and Standard Deviation were used to provide answers to the four research questions while t-test statistics were used to test the two hypotheses. Findings revealed that both the perception and attitude of respondents were positive toward distance learning graduates. Based on these findings, it was recommended among others that the government should expand the existing ODL and establish more new ones to reduce the load on conventional institutions and curtail the problem of access to Higher Education in Nigeria.
Keywords: distance learning, employers of labour, perception, attitude, graduates
Research Article
Daniel Oloo Ong'ong'a
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02102
ABSTRACT
This study explores teachers’ perceptions, experiences, and challenges on teens ages 12-14 years old who have reported online insecurity issues in Kenya. The study recognizes that teachers have increased pressure to teach learners digital skills and manage their online and offline lives. Although much of the online insecurity discourse is children centric, little is known about the teacher’s experiences when tackling teen’s online safety issues. Outside the minimal discussion, an inferential approach towards the demarcation of online insecurity is reached that is coined on the professed notion of internet safety. Data was generated using an in-depth interview with respective teachers, Guidance & counseling, ICT teachers, and school principal. A total of twenty-three participants were recruited who qualified for the study inclusion criteria. A qualitative intrinsic case study was employed, and data analyzed thematically. The findings from the study revealed that teachers lack online safety competency skills to protect teens. Therefore, they depend on the very learners they are supposed to protect to teach them to navigate digital platforms. It is imperative to integrate online digital insecurity in the Kenya curriculum to develop workable frameworks to support teens who have encountered troubles on the internet. The study recommends effective digital literacy instruction intervention for teachers to support the children in the online space effectively. Additionally, in-depth research exploring parents’ responses to online challenges while protecting children is a gap that needs to be filled.
Keywords: teachers, online digital insecurity, children, digital literacy, school
Research Article
Busuyi Francis Olowo
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02103
ABSTRACT
E-learning approach cannot be underrated in sustaining teaching-learning activities in the schools. This paper reports a survey done that assessed the E-learning approach organized by organized by Oyo State government for Oyo State secondary school students. The study adopted quantitative approach of descriptive survey. The target populations of the study comprised only Senior Secondary School students in class three (SSS 3) within Oyo State Secondary Schools. The sample of 200 students was selected using simple random, purposive and convenience sampling techniques respectively. An instrument was used for the study. The data were analysed using frequencies, percentage scores, pie charts, mean and standard deviation (SD). The findings showed students were highly aware e-learning programmes (60%) and highly participated during the programmes (62.5%). The study equally indicated that e-learning programmes on radio and television organized by Oyo State government was very highly efficient (57%). The study further indicated that inadequate power supply (x=3.45) and high cost of subscriptions to the satellite television stations (x=3.45) were factors hindering the students’ participation during the E-learning programmes on radio and television. The study recommended that Government should continue the e-learning programmes during and after CONVID-19 might have fully eradicated and they should equally incorporate other electronic devise for teaching-learning activities such as Zoom, Google Classroom and social media.
Keywords: E-learning, students’ learning’ Coronavirus, Nigeria
Research Article
Karen Joy Brillo Talidong, Cathy Mae Dabi Toquero
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02104
ABSTRACT
COVID-19 affected not only the lifestyle and socioeconomic conditions of the people worldwide but also the governing affairs of the process of education. To limit the transmission of COVID-19 in the educational sector, teachers worldwide immediately diverted from face-to-face education to a virtual-based education. This abrupt paradigm shift in education posits a challenge to the teachers who are accustomed to the conventional settings as they embark to emergency online teaching classes. Although distance education is a normalcy in many of the institutions globally, it is still new to the context of the Philippine teachers. In this account, an empirical study on the experiences of the Philippine teachers in Xi’an, China was explored to examine the benefits, challenges, and process in the implementation of emergency online education. Results revealed that emergency online teaching fosters benefits to the teachers and learners during this emergency situation. However, the teachers experience challenges dealing with technical issues, lack of instructional design, and other factors which disrupt emergency online education. This article offers positive and negative standpoints of the application of emergency online teaching to address the unprecedented educational issues brought by the pandemic.
Keywords: COVID-19, emergency remote teaching, emergency online education, distance education, online teaching, teachers
Research Article
Vusumuzi Maphosa
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02105
ABSTRACT
The outbreak of the coronavirus pandemic (SARS-COV-2) in December 2019 disrupted traditional forms of teaching and learning centred on face-to-face and in-class instruction. Governments enforced social distancing measures characterised by stay-at-home strategies and the closure of schools and other learning facilities. The government of Zimbabwe adopted radio broadcast as the primary tool for lesson delivery during the COVID-19. Contextually, Zimbabwe’s radio signals are only accessed by 29.1 percent of the entire population, with weak to no reception in some regions, especially those in the south. While radio access is low, mobile phone ownership per household is over 90 percent. In light of the contextual dynamics, the study examined available technologies to deliver educational content during the COVID-19 lockdown as the government declared radio broadcasts as the primary tool to support teaching and learning. The study utilised an adapted Technology Acceptance Model as the theoretical framework. Secondary school teachers from the southern region were drawn through random sampling to participate in the survey to gather their opinions and practices. The study results revealed that teachers preferred to use smartphones and computers/laptops for teaching rather than radio. The study identified barriers such as lack of infrastructure, cost of data, lack of connectivity, lack of access to computing devices, and the institution’s culture. The results could influence policymakers in adopting digital media for teaching, and this will equip learners with 21st-century skills. Continuous professional development of teachers should aim to improve their digital skills.
Keywords: COVID-19, radio, instructivism and constructivism, 21st-century learning, Technology Acceptance Model
Research Article
Sayibu Muhideen, Jianxun Chu, Olayemi Hafeez Rufai, Riffat Shahani, Tunde Simeon Amosun
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02106
ABSTRACT
The proliferation of online crowdsourcing information via mobile technology intervention achieved progressive learning in recent times. The study seeks the mobility of crowds using internet-contents as crowdsourcing knowledge phenomenon in community-learning task actualization. Bandura’s Social Learning Theory (SLT) and TPB induced and investigated 361 respondents among international students using IBM Amos v. 25 for the analysis. Results found exogenous variables were positively significant, whiles broadband moderation on mobile learning behavior run-up. Mobile learning mediation magnifies the behavior actualization effectiveness. Significantly, crowdsource at the individual level colored internet-content via mobile learning technology collaborated communication problem-solving tasks. Mobility of learning makes a mountain of molehills in knowledge sourcing, communication community-centered performance.
Keywords: technology, mobile learning, crowdsourcing (SC), broadband, innovative communication
Research Article
Dirgha Raj Joshi, Roshan Chitrakar, Shashidhar Belbase, Bishnu Khanal
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02107
ABSTRACT
This study aimed to investigate ICT competency of mathematics teachers at secondary schools of Nepal. A cross-sectional survey design was deployed among 336 secondary school teachers of Nepal. The data was analyzed by Mann Whitney U, Kruskal Wallis H, and multiple linear regression. Result showed that teachers’ ICT competency level was found to be proficient in the fundamental concept of computers and the use of Internet. In contrast, it was found to be developing-level in software and hardware. Statistically significant results were found in competencies with respect to age, type of school, culture, and district. Additionally, own laptop, Internet use, work experience, knowledge of software and hardware were significant predictors for ICT competency of teachers. The overall findings clarify that ICT enhancement programs are needed for mathematics teachers at secondary schools in Nepal.
Keywords: ICT competency, mathematics teaching, SAMR models, TPCK, software, Nepal