Innovations in Virtual Learning for Nigerian Education Post-COVID-19

An Applied Research Proposal Presented

in Partial Fulfillment of the Requirements for the Degree

Master of Education

University of the People

Instructor: Dr. Melissa LaDuke

September 18, 2023

0
 Literature Review

Introduction

This chapter will undertake a review of relevant literature. This study aims to

acknowledge the contributions of education academics from Nigeria and other regions who have

conducted research on the transition to online teaching and learning in response to the COVID-

19 pandemic. Special attention will be given to communities that were forced to use online

methods due to the unprecedented impact of the pandemic. This review incorporates social-

emotional development as it is among the several human pursuits that have experienced adverse

effects due to the pandemic. Throughout the course of this review, the following topics will be

examined: the notion of virtual education; the recognition of social and emotional learning;

virtual learning environments; the inclusion of STEM disciplines, specifically Mathematics; the

challenges associated with online courses in Ghana; the social and emotional ramifications of

virtual learning; and the subsequent actions to be taken. The prominence of virtual learning has

increased significantly since the onset of the global COVID-19 pandemic. The concept entails

the utilization of a virtual learning environment for educational objectives, as well as integrating

technology as an online platform for the digital aspects of disseminating learning materials and

utilizing user-friendly digital tools (Anohina, 2005).

In this study, the term "virtual learning" is utilized as a comprehensive concept to

encompass the phenomenon of educational experiences in which students and instructors are

physically separated from each other. The term "virtual" refers to something that is distinctive or

intriguing. Consequently, this approach is an educational strategy that deviates from the

traditional one. The key features of virtual learning encompass but are not limited to, the

utilization of technology to substitute human educators or instructors partially or entirely, as well

1
as the separation of teacher and student in terms of time, location, and pace of learning. To date,

there exists a substantial body of literature authored by several scholars that examines the

implementation of virtual learning environments. These works have been published in diverse

languages and presented from numerous perspectives (Anohina, 2005).

In the context of Nigeria, the use of virtual learning inside the educational system is not

an entirely novel endeavor. The differentiation pertains to its inclusion as a decision prior to the

emergence of the coronavirus. Prior to the onset of the pandemic, only a limited number of

educational institutions focused their instructional activities primarily on the deployment of

Learning Management Systems (LMS), with a reduced emphasis on in-person interactions. The

country experienced an outbreak of the coronavirus illness on March 22, 2020. Subsequently, on

March 31, 2020, a partial lockdown was implemented, accompanied by the closure of all

educational institutions nationwide. This suggests that educators, foundations, and states could

adopt improvements that are suitable for their evolving needs and financial capabilities.

According to Alrasheedy et al. (2021), it is recommended that schools possess a certain level of

technological accessibility and that teachers should have a basic understanding of these tools in

order to facilitate effective instruction.

Learning socially and emotionally

One of the primary objectives of the training is to cultivate inhabitants who possess a

comprehensive set of knowledge and skills, as well as the ability to navigate social contexts

effectively. Additionally, training aims to establish a consistent and reliable labor pool. These

considerations pertain to the interpersonal and fundamental structure of learning. A school serves

as an institution where students acquire a comprehensive perspective and cultivate the ability to

engage in respectful collaboration within the human community.

2
 According to Durlak et al. (2017), this capacity also exerts an impact on individuals'

work patterns and overall disposition. Coordination of cooperative learning and teaching

strategies aimed at promoting social adaptation now includes programs for emotional and social

learning as a key component. The outbreak of the coronavirus has precipitated a period of social

distancing among individuals within the nation. Experiencing the discontent arising from human

disconnection was straightforward. The study hall environment offered a variety of social

development chances and situations for pupils as well as teachers.

In the primary case study, students and teachers grappled with the challenges of

navigating the disruptions to education caused by the epidemic. They also experienced feelings

of apprehension and vulnerability, which were further amplified by media coverage of the

pandemic's effects on the education sector (James et al., 2021). The consequences of this

predicament are that both students and educators have become significantly vulnerable and ill-

prepared to independently resolve social conflicts. However, educators were unprepared to

utilize media technologies in addressing social issues pertaining to education. These problems

were made worse by the absence of school counsellors, whose managements lacked expertise in

virtual settings.

Math and STEM virtual learning

Nigeria has accelerated its efforts to become part of the group of nations that are

expanding its reach by placing greater emphasis on the application of science, technology,

engineering, and mathematics (STEM) as a foundation for future prosperity. The field of

mathematics has challenges in the context of virtual education and the acquisition of content for

both instructors and students. The concept of STEM, which emphasizes the integration of

science, technology, engineering, and mathematics, necessitates active student engagement to

3
foster and nurture their tendencies. Therefore, it is essential to ensure that the virtual

environment is effectively integrated with tools and resources that facilitate effective instruction

of science and other STEM topics (Liu and Cavanaugh, 2011). Web-based learning often arises

from students' desire and curiosity to engage in creative learning. In the present context, the level

of online enrollment is comparatively lower than that of in-person involvement due to the fact

that self-motivation may be a characteristic possessed by only a few students.

Nigerian Virtual Learning Challenges and Coronavirus

In the aftermath of the year 2020, there arose a recognition of the necessity to declare a

state of emergency in various domains, including the realm of education. This marked the

initiation of the transition towards online teaching and learning, which encountered challenges

mostly due to the requirement for educators to undergo skill acquisition programs in order to

effectively employ educational technologies.

Educational institutions also faced a shortage of resources to support the effective

implementation of distance learning (Gregory et al., 2016). The implementation of virtual

learning tools and platforms has encountered significant challenges that have hindered its

effectiveness. These challenges can be categorized as follows: uneven distribution of devices

among students, inadequate funding for educators' training in technological advancement

programs, unreliable internet connectivity for accessing websites and applications, lack of

enthusiasm from teachers towards incorporating technology in their teaching practices, and other

related issues. These limitations prompted their withdrawal and fostered a sense of

disconnection. The consequence is that their fundamental and social well-being will be adversely

impacted.

4
Summary

In closing the writing gap in virtual learning, this study offers its voice to already-existing

tests. This paper presents a proposal for evaluating the strategies employed by educators in

designing virtual learning activities that promote the engagement of all cognitive faculties in the

implementation of educational technologies that rely on innovative interactive modalities, hence

enhancing students' prospects for development.

5
References

Alrasheedy, A. A., Abdulsalim, S., Farooqui, M., Alsahali, S., & Godman, B. (2021). Knowledge,

attitude and practice about coronavirus disease (COVID-19) pandemic and its

psychological impact on students and their studies: a cross-sectional study among

pharmacy students in Saudi Arabia. Risk management and healthcare policy, 14, 729.

Anohina, A. (2005). Analysis of the terminology used in the field of virtual learning. Journal of

Educational Technology & Society, 8(3), 91-102.

Durlak, J. A. (Ed.). (2015). Handbook of social and emotional learning: Research and practice.

Guilford Publications.

Gregory, S., Lee, M. J., Dalgarno, B., & Tynan, B. (Eds.). (2016). Learning in virtual worlds:

Research and applications. Athabasca University Press.

James, T., Toth, G., Tomlins, M., Kumar, B., & Bond, K. (2021). Digital disruption in the

COVID-19 Era: The impact on learning and students' ability to cope with study in an

unknown world. Student Success, 12(3), 84-95.

Liu, F., & Cavanaugh, C. (2011). Success in online high school biology: Factors influencing

student academic performance. Quarterly Review of Distance Education, 12(1), 37.