Unit 2 Wa Educ 5470
Unit 2 Wa Educ 5470
Unit 2 Wa Educ 5470
Master of Education
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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
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
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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
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
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
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
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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
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-
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.
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
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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
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
learning tools and platforms has encountered significant challenges that have hindered its
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.
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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
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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
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
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:
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
Liu, F., & Cavanaugh, C. (2011). Success in online high school biology: Factors influencing