Technology Educator’s Perception of Strategies for Effective Learning of Technology Courses During Covid-19 Locked Down Era in Tertiary Institutions in Anambra State
Abstract
This study was on Technology educator’s perception of strategies for effective learning of technology courses during covid-19 locked down era in tertiary institutions in Anambra State. Three objectives were raised which included: To find out the experience of technology educator during Covid19 locked down in tertiary institution in Anambra state, to find out the technology educator strategies used in teaching technology courses during Covid19 locked down in tertiary institution in Anambra state and to find out the effect of Covid19 on educational sector in Nigeria. The total population for the study is 75 selected staffs of tertiary institution in Anambra state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies.
Chapter one
Introduction
1.1Background of the study
The COVID-19 pandemic has disrupted teaching in a variety of institutions. In many countries, including Nigeria, typical face-to-face classes had to be suspended to ensure the safety of students, lecturers, and patients. To minimize the impact of lockdown, schools had to find another approach to teach students. Fortunately, current technology enabled electronic learning (e-learning) to be the core method of teaching the curriculum during the COVID-19 pandemic (Howletta D, 2020)
In response to this lockdown directive in year 2020 by different country across the World, many universities have switched to online education. Olabisi (2020) stated that universities around the world are making use of communication technology to ease the effects of the global pandemic on their academic calendars. Huili (2020) observes that as a result of the new coronavirus epidemic most universities in China have encouraged their professors to apply online teaching instead of in-class teaching and this is likely to continue for the indefinite future. In Australia, classes have been moved to online, just as in UK and Canada universities that have suspended face-to face teaching. In Turkey and Kenya, universities have activated communication between lecturers and students via social media platforms and emails while classes have gone totally online in the Philippines and Kyrgyzstan. Teachers in France have been working with their students on Zoom
Earlier concepts during SARS-CoV-1 infection in 2003 or present recommendations by Wuhan University propose online teaching as a mean of choice to prevent spreading of the virus by students. Even though some universities already implemented online courses before the COVID-19 pandemic, normally technology education in Germany features “face-to-face” teaching. But also in other countries, digitalization at technology schools has been characterized as a slow process. However, this pandemic does not only create the need but rather may provide the chance to accelerate digital transformation in technology education. This could have a positive effect on future technology education even beyond COVID-19. The means of online learning is only applicable to theoretical learning content. It is accepted that students’ assessments are the important factor of the benefits and value of online learning and the evaluation of their attitudes are important factors in assessing success. Nevertheless, most studies solely focused on student’s perspectives and to the best of our knowledge, no survey regarding the implementation of online learning in technology education considered technology educator’s perspectives. However, for efficient further development of online courses especially technology courses perspectives have to be considered. Based on this background the researcher wants to investigate technology educator’s perception of strategies for effective learning of technology courses during covid-19 locked down era in tertiary institutions in Anambra State.
Statement of the problem
For good one year, the COVID-19 pandemic shut down all universities in the country except for few public and many private universities that migrated into virtual learning. Many public universities in Nigeria could not switch into virtual learning due to many reasons. Olabisi (2020) COVID-19 has exposed Nigeria’s unpreparedness for e-learning. But, we can’t afford to remain where we are. That is why it is important for every institution to start thinking of how to deploy available technology in the world for the good of their students at this critical period. Universities should as a matter of urgency migrate online. This shouldn’t be another season of waiting and probably wasting for the Nigerian student. There is no reason why any higher institution worth its name should suspend all academic activities until the end of Corona Virus with all the available resources and technology in the world today. Adavbiele (2016) observed that today, many schools in Nigeria are faced with the developmental challenges of the use of Information Communication Technology (ICT) in terms of e-teaching and elearning processes. Jaime, (2020) submitted that we are living amidst what is potentially one of the greatest threats in our lifetime to global education, a gigantic educational crisis. As of March 28, 2020, the COVID 19 pandemic is causing more than 1.6 billion children and youth to be out of school in 161 countries (Aiyedun, & Ogunode (2020) and Ogunode, (2020b). This is close to 80% of the world’s enrolled students. The Association of African Universities (AAU) has called upon universities in Africa to move “urgently” to implement alternative methods of delivering teaching and learning using technology and other distance learning techniques in the wake of the closures of higher education institutions to limit the spread of COVID-19.
Nevertheless, most studies solely focused on student’s perspectives and to the best of our knowledge, no survey regarding the implementation of online learning in technology education considered educator perception. However, for efficient further development of online courses especially technology courses the educator perception need to be considered.
Objective of the study
The objectives of the study are;
- To find out the experience of technology educator during Covid19 locked down in tertiary institution in Anambra state
- To find out the technology educator strategies used in teaching technology courses during Covid19 locked down in tertiary institution in Anambra state
- To find out the effect of Covid19 on educational sector in Nigeria
Research question
The study formulated the following research question:
- What was the experience of technology educator during Covid19 locked down in tertiary institution in Anambra state?
- What are strategies used by technology educator in teaching technology courses during Covid19 locked down in tertiary institution in Anambra state?
- What is effect of Covid19 on educational sector in Nigeria?
Research hypotheses
The following research hypotheses was formulated;
H0: there was no experience of technology educator during Covid19 locked down in tertiary institution in Anambra state
H1: there was an experience of technology educator during Cvid19 locked down in tertiary institution in Anambra state
H0: there was no strategies used by technology educator in teaching technology courses during Covid19 locked down in tertiary institution in Anambra state
H2: there was strategies used by technology educator in teaching technology courses during Covid19 locked down in tertiary institution in Anambra state
H0: there is no effect of Covid19 on educational sector in Nigeria
H3: there is effect of Covid19 on educational sector in Nigeria
Significance of the study
The study will be very significant to students, lecturers and the educational sector in Nigeria. The study will give a clear in sight on the technology educators perception of strategies for effective learning of technology courses during covid-19 locked down era in tertiary institutions in Anambra State. The result of the study will help educational sector to know the strategies to be used in case of any eventuality like that of Covid19. The study will also serve as a reference to other researcher that will embark on the related topic
Scope of the study
The scope of the study covers technology educator’s perception of strategies for effective learning of technology courses during covid-19 locked down era in tertiary institutions in Anambra State. The study will be limited to some selected lecturers in tertiary institution in Anambra state
Limitation of the study
The researcher encounters some constraints which limit the scope of the study namely:
The research material available to the researcher is insufficient, thereby limiting the study
The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.8 Definition of terms
Educator: a person who provides instruction or education; a teacher
Technology: Technology is the sum of any techniques, skills, methods, and processes used in the production of goods or services or in the accomplishment of objectives, such as scientific investigation
Learning: the acquisition of knowledge or skills through study, experience, or being taught.
Covid19: Coronavirus disease (COVID-19) is an infectious disease caused by the SARS-CoV-2 virus.
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