ONLINE LEARNING, A PANACEA TO POST COVID-19 PANDEMIC FOR TEACHERS IN NIGERIA TERTIARY EDUCATION

Martha Nkechinyere Amadi (PhD)

Abstract


COVID 19, pandemic  created  the largest disruption  in education  system, in human  history. This has brought  far-reaching  changes  in all aspects  of our lives. All public and  private  schools had  to shut  the  doors  of their schools following government  directives. The pandemic  unmasked  substantial inequalities  in  the   educational  sector.   Some   institutions  engaged   their students  through  online  teaching,  a large number  of students  who are  less privileged or are in rural areas were left out. The pandemic  affected all levels of the educational system, from pre-school to higher education.  The need of the  hour  is to  innovate  and  implement  alternative  educational  plan  and assessment  strategies. The COVID -19 pandemic,  provided us with an opportunity   to  pave  the  way  for  introducing  digital  learning.  The  paper provided   answers   on  how  governments   and   institutions  of  learning  in Nigeria scaled up teaching  and  learning to make  up for the disruption  and strengthen  education.   How  tertiary  education   can  build  the  systems  and processes  for  lifelong  learning  and  what  government   can  do  to  prepare teachers  to meet the challenges of the 21st  century and  create a sustainable educational infrastructure that is resilience. Hence the need for this paper.


Full Text:

PDF

References


Aljazeera News. (2020). Coronavirus: Which countries have confirmed cases? Retrieved from https://www.aljazeera.com/news/2020/01/countries-confirmed-cases- coronavirus-00125070959786.html. Brown, C,; Megan, K.; Beth, T.; Angela, J,; Erik, R. & Jing, L. (2020). The impact of COVID-19 on student achievement and what it may mean for educators. Retrieved March 24, 2020.

https://www.brookings.edu/blog/brown-center-chalkboard/2020/

/27/the-impact-of-covid-19-on-student-achievement-and-what-it- may-mean-for-educators/.

Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020).

COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Teaching and Learning, 3,

-28.

Impey, C. (2020). Coronavirus: social distancing is delaying vital scientific research. The conversation. Retrieved from https://theconversation.com/coronavirus-social-distancing-is-

delaying-vitalscientific-research-133689.

Leung, M., & Sharma, Y. (2020). Online classes try to fill education gap during epidemic. University World News. Retrieved from https://www.universityworldnews.com/post. php?story=2020022108360325.

Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., Agha, M., & Agha, R. (2020). The socioeconomic implications of the coronavirus pandemic (COVID-19): A review. International journal of surgery, 78, 185-193.

Obiakor, T., & Adeniran, A. P. (2020). Covid-19: Impending situation threatens to deepen Nigeria's education crisis. Centre for the study of the Economies of Africa (CSEA). Retrieved from https://media.africaportal.org/documents/COVID19-Impending- Situation-Threatens-to-Deepen-Nigerias-Education-pdf.

UNESCO, (2020). COVID-19 Educational disruption and response retrieved March 24, 2020 https://en.unesco/org/news/covid-19educational disruption-and-response.

UNESCO (2008). Education and the Search for a Sustainable Future, Policy Dialogue 1: ESD and Development Policy, (http://unesdoc.unesco.org/images/0017/001791/179121e.pdf).

UNESCO (2020). COVID-19 – A glance of national coping strategies on high-stakesexaminations and assessments. Retrieved from https://en.unesco.org/sites/default/files/unesco_review_of_high stakes_exams_and_assessments_during_covid-19_en.pdf.

UNESCO (2020). Adverse consequences of school closures. Retrieved from https://en.unesco.org/covid19/educationresponse/consequences UNICEF Nigeria (n.d.). Education. Retrieved from https://www.unicef.org/nigeria/education.

Van L., W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5, e243-e244.

Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4, 397- 404.

World Health Organization. (2020). Modes of transmission of virus causing COVID-19: Implications for IPC precaution recommendations. Scientific Brief. World Health Organization. Retrieved from https://www.who.int/news-room/commentaries/detail/mod 36 es-of- transmission-of-virus-causing-covid-19-implications-for-ipc- precaution-recommendations.

Yinka, D. L. & Adebayo, A. (2020). COVID-19 is exacerbating the problem of educational inequity in Nigeria. Teach for Nigeria Fellowship Programme: Op-Ed Contributor, April, 18.

Zar, H. J., Dawa, J., Fischer, G. B., & Castro-Rodriguez, J. A. (2020).

Challenges of COVID-19 in children in low-and middle-income countries. Paediatric Respiratory Reviews, 35, 70-74.

Zhong, R. (2020). The coronavirus exposes education’s digital divide. The New York Times. Retrieved from https://www.nytimes.com/2020/03/17/technology/china- schoolscoronavirus.htm.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Martha Nkechinyere Amadi (PhD)

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

 

 

 

 

 

 

 

 

 ISSN (Print):   2354 - 2772

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.