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Abstract

This study focus was to examine the University Lecturers’ and Student’s intention to, attitude towards, and self-efficacy in the use of zoom in teaching and learning. The study specifically was aimed at highlighting to ascertain University lecturers attitude towards use of zoom in teaching and learning in University of Lagos, to find out students attitude towards use of zoom in teaching and learning in University of Lagos, to ascertain the effect of University lecturers self-efficacy on use of zoom in teaching and learning in University of Lagos and to ascertain the effect of students self-efficacy on the use of zoom in teaching and learning in University of Lagos. A total of 77 responses were validated from the enrolled participants where all respondent are drawn from lecturers and students of university of Lagos, Lagos state.

 

Chapter one

Introduction

1.1Background of the study

The spring of the COVID-19 outbreak has changed education dramatically, with the distinctive rise of online learning, in which learning and teaching are undertaken on digital platforms, which is among the physical distancing policies to help slow down the transmission of the coronavirus disease and ease burden for the health systems. With the sudden shift away from the classrooms in most parts of the globe, the online form of learning is whereby a program or course which is designed intentionally to be carried out fully online through some platforms that include Skype, Zoom, Google meet, Webex, Microsoft teams, Slack, and Kahoot (Tseng, Cheng & Yeh, 2019; Zhang & Qin, 2018). Online learning encompasses some variety of study, coursework and learning which is facilitated or conducted via the internet usage and some electronic gadgets such as the computer or phone whereby the students and the educator are staying separately in different venues which supplement the normal class learning (Lubis, Ritonga, Hia & Nasution, 2020; Nachimuthu, 2020)

The rise of the global pandemic forced a bump into online courses and learning plans for lecturers and studnets, where their attitude toward the online learning is a powerful influencer for the online learning behaviour and becomes a great thing of concern (Mulenga & Marban, 2020). Lecturers and Student’s attitude is concerned with their way of thinking, behaving and acting which has a serious effect on the learner, which is developed in consequence of their experience toward online learning. To optimise the online learning, students and lecturers require the right infrastructure and support which will boost a good attitude toward the online learning which contributes to a positive self- esteem toward online learning. Without these, the online learning will be wasteful (Bao, 2020). For those who are capable and have the capital as well as the resources can utilize the online platforms for learning, but for those who are unable are further deprived (Zhong et al., 2020). This will eventually lead the way to more division among the privileged and fewer privilege individuals.

According to Al-Emran, Elsherif and Shaalan (2015), e-learning makes it possible for students to communicate, interact, and behave among each other with the aid of mobile devices. Mobile devices that allow e-learning includes smart phones, MP3 and MP4 devices, personal digital assistants (PDAs), tablet computers and other portable devices.

Two significant factors that serve in determining whether or not students are ready to use e-learning are self-efficacy and attitudes towards e-learning technology (Al-Emran et al., 2015; Bagozzi, Davis, & Warshaw; 1992). These factors will help to detect powerful and weaknesses and contribute the development of the technology infrastructure (Al-Emran et al., 2015). Self-efficacy which is defined as the belief that one has the capability to realize a special behavior (Compeau & Higgins, 1995) is an important research issue to consider in the discussion on mobile technology acceptance (Mahat, Ayub, & Wong; 2012). In addition, computer self efficacy is defined as the decision of one’s capability to use a computer (Compeau & Higgins, 1995). According to Compeau and Higgins (1995), computer self-efficacy refers to judgments of the capability to apply simple computer component skills to broader tasks such as preparing written reports or analyzing financial data. Attitude, on the other hand, refers to the habit of mind and feeling that affects how individual think and behave (Shih, Chu, Hwang, & Kinshuk, 2010). Based on this the study wants to investigate University Lecturers’ and Student’s intention to, attitude towards, and self-efficacy in the use of zoom in teaching and learning.

Statement of the problem

Concerning online learning therefore, the lecturers and students self-efficacy is an important variable that plays a crucial role in an individual behaviour which enables lecturers and students to be positive and have a self-assurance toward online learning. A powerful sense of self-efficacy aggrandizes human personal well-being and accomplishments in many ways (Bandura, 1998). According to a psychologist Albert Bandura in Adalsteinsson, Frimannsdottir and Konradsson, (2014), self-efficacy is seen as the personal judgment of how well an individual can perform a course of action required to deal with some prospective situations. This involves perseverance and determination to overcome any difficulty that can interfere with utilizing the innate abilities to be achieved (Gulsen, 2017). Due to coronavirus pandemic and the rapid change of learning styles from the traditional to online learning, high self-esteem trends among students and lecturers will support their autonomy and confidence. Student teachers with high self-efficacy will probably determine the appropriate course of action to enhance and support their online learning outcomes independently other than the students with a low self-esteem (Prior, Mazanov, Meacheam, Heaslip & Hanson, 2016). Having a good self-efficacy toward online learning will motivate, guide and support the lecturers and students learning processes. With the self-directed approach, the students are expected to succeed and have a goal-satisfying approach in executing the online learning tasks which include downloading/ uploading learning materials, contributing to the discussion boards, viewing documents and also enhances their self-directed online learning

Objective of the study

The main objective of the study is to investigate University Lecturers’ and Student’s intention to, attitude towards, and self-efficacy in the use of zoom in teaching and learning. The specific objectives are;

  1. To ascertain University lecturers attitude towards use of zoom in teaching and learning in University of Lagos
  2. To find out students attitude towards use of zoom in teaching and learning in University of Lagos
  3. To ascertain the effect of University lecturers self-efficacy on use of zoom in teaching and learning in University of Lagos
  4. To ascertain the effect of students self-efficacy on the use of zoom in teaching and learning in University of Lagos

Research Hypotheses

The following research hypotheses will be formulated to guide the study:

H1: there is no significant effect of University lecturers’ attitude towards use of zoom in teaching and learning in University of Lagos

H2: there is no significant effect students attitude towards use of zoom in teaching and learning in University of Lagos

H3: there is no significant effect of University lecturers’ self-efficacy on use of zoom in teaching and learning in University of Lagos

H4: there is no significant effect of students’ self-efficacy on the use of zoom in teaching and learning in University of Lagos

Significance of the study

The study will be very significant to students, lecturers, policy makers and the ministry of education. The study will give a clear insight on University Lecturers’ and Student’s intention to, attitude towards, and self-efficacy in the use of zoom in teaching and learning. The result of the study will help universities and the ministry of education to equip their schools for better transmission for virtual learning and teaching. 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 University Lecturers’ and Student’s intention to, attitude towards, and self-efficacy in the use of zoom in teaching and learning. The study will be limited to students and lecturers of University of Lagos state

Definition of terms

Learning: Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants

Teaching: Teaching can be defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. It includes design, content selection, delivery, assessment and reflection.

Zoom: Zoom Video Communications

Attitude: In psychology, attitude is a psychological construct that is a mental and emotional entity that inheres or characterizes a person, their attitude to approach to something, or their personal view on it. Attitude involves their mindset, outlook and feelings.

Self-efficacy: In psychology, self-efficacy is an individual’s belief in their capacity to act in the ways necessary to reach specific goals. The concept was originally proposed by the psychologist Albert Bandura. Self-efficacy affects every area of human endeavor

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