Kaspersky recently updated survey research has shown that online classes were more popular among Nigerian teachers during the COVID-19 pandemic.
After the success of the internet, online teaching was born. The outbreak of COVID-19 November 2020. Nigerian educators and institutions created alternative ways to ensure that learning continues despite government-imposed lockdowns.
Soon online teaching and learning became a topic of conversation. But, the acceptance of this new means (at the time) of acquiring knowledge across the country and educational institutions – private and government-owned – differed remarkably.
The survey revealed that 54 percent of teachers felt more at ease teaching online than offline. In contrast, 47 percent of the respondents – including teachers – preferred the hybrid format of learning (some days at school and some days online) post-pandemic times.
According to data gathered, 14 percent of the respondents don’t want online learning to continue in post-pandemic times. 40% of respondents stated that they prefer to continue learning entirely online.
73% of respondents think the online learning process is less effective or worse than traditional methods for certain subjects and courses.
The majority of Nigeria’s schools (53%) were able to adapt to online learning. More than half of the respondents (53%) noted that the program was adapted completely, 43% agreed with the “partly” option. The most popular elements of the educational process were video presentations (87%) or digital tests (73%)
These schools also used chats to exchange knowledge in 60% of cases. Interactive games enjoyed lesser usage than other tools – 20%.
SARS-CoV-2 and its subsequent pandemic had profound global consequences, including for the education sector. The COVID-19 Pandemic disrupted education across 150 countries, affecting 1.6 billion students. Many countries have implemented remote learning as a response.
As an emergency response, the initial phase of COVID-19 saw a lot of focus on remote learning. These were designed to reach all students but weren’t always successful. Education responses have evolved as the pandemic has changed.
eLearning in Africa
Respondents to an online survey Guni Network understand that “the Covid-19 crisis has provided a host of important lessons – for schools and colleges, for Governments and for businesses.”
They are well aware that distance learning is an option.
The survey argues that Africans know that technology will play a much greater role in the “successful education systems of the future, particularly if African countries are to ensure that their young people are equipped with the skills they need for the dynamic labour markets of the fourth industrial revolution (4IR).”
The following is an online forum teacher across Africa agreed that COVID-19 required online teaching, regardless of what teachers believed. The question, “do you think that the changes to teaching and learning that are occurring now should be temporary or permanent??” was asked and one of the forum members said:
It is impossible to predict when the pandemic will end. I believe that the changes in teaching and learning are permanent. Online learning is becoming more common for students and teachers. Eventually, it may not be possible to return to face-to face learning. Online learning is flexible. You can learn anywhere and anytime, so long as there’s internet connectivity. Online learning is not restricted to students or teachers. You can also access resources online at the click of a mouse.
Online learning has changed the way that we learn and teach. The world must address the issues as it recovers from the COVID-19 pandemic.