https://orcid.org/0000-0002-4680-6689
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ABSTRACT
Background
The coronavirus pandemic has caused a shift in how many teaching, learning and research activities are conducted internationally. Lockdowns compelled all education sectors, including higher education (HE), to adopt a variety of online learning practices at short notice. As these changes in practice have implications beyond the pandemic, more needs to be understood about settings across the globe where the move to online may pose particular challenges. This study brings a focus to how lecturers in a college of education in Nigeria responded to the professional demands of lockdowns and developed strategies for managing educational activities that have relevance during and beyond the pandemic itself.
Purpose
The aim of the study reported in this paper was to examine lecturers’ perceptions of the management of teaching, learning and research activities during a lockdown, drawing out longer term implications.
Methods
Data were collected through in-depth, one-to-one interviews with six lecturers from a college of education in Nigeria. Interview data were analysed qualitatively.
Findings
Detailed analysis indicated that lecturers’ strategies included encouraging students to engage in self-directed learning, as they uploaded learning materials on messaging groups and the college’s e-learning platform. However, lecturers felt that the quality of teaching and assessment was compromised by factors including: irregular power supply, poor internet connection, high data costs and some students’ limited digital skills. A particular concern was students’ lack of interaction on the online platforms, which lecturers perceived to result in a more passive teaching and learning process. Lecturers also experienced difficulties undertaking research activities. A range of strategies and implications for the ongoing management of educational activities was discussed.
Conclusions
The study offers insights into how some of the challenges encountered could be addressed to support sustainable online and blended teaching and learning in the longer term, in settings internationally where there are barriers to accessing online teaching and learning. Crucial aspects include strengthening educational technology training for lecturers and students, enhancing e-learning platforms for teaching practical courses, and enabling lecturers to develop beneficial and valuable online resources.
Disclosure statement
No potential conflict of interest was reported by the author(s).