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p-Index From 2021 - 2026
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All Journal International Journal of Pedagogy and Teacher Education Journal of Educational Sciences
Folashade Afolabi
University of Lagos
Religion Humanities Education Library & Information Science Social Sciences Other

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Handling Disrupted Learning During COVID-19 Pandemic: Learners’ Experience in Nigeria Folashade Afolabi
Journal of Educational Sciences Vol 5, No 1: January 2021
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (521.592 KB) | DOI: 10.31258/jes.5.1.p.1-10

Abstract

Corona virus has affected not only human health but also educational sector. Schools were forced to suspend face-to-face learning while online learning was introduced.  How could learning be undisrupted during the lockdown period is the thrust of this paper. The paper examined the effectiveness of podcast (video recorded) lesson as a strategy in online teaching and to what extent the strategy met the needs of the learners during the challenging period of pandemic COVID-19. The study adopted mixed method research which consisted of the three main phases of design. Questionnaire which comprises of 19 items and divided into two sections was used for data collection while fifty (50) participants participated in the study. It was discovered that learners displayed positive perceptions towards the use of video recording lessons during pandemic period. Learners reported that online learning should be used to compliment face-to-face teaching even after the pandemic period.
Building Resilience in Education for Academic Continuity During Disruption Folashade Afolabi; Oluwafemi Abayomi Olajuyigbe
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v7i1.62396

Abstract

The traditional method of learning prevailed in the educational system up until the outbreak of the COVID-19 pandemic, which brought a turning point by digitalising learning. Education shifted from traditionally student-centred to digital learning. The transition made learning difficult and students did not cope easily with the new trend. This study investigated learners’ experience of the paradigm shift to digital learning under three stages: Anticipation, Coping, and Adaptation. Two hundred and ten (210) senior secondary school 2 students in the Eti-Osa Local Government Area of Lagos State were purposively selected. A 21-item online questionnaire with a 4-point Likert scale was used for data collection. The instrument was validated and the reliability was confirmed using Cronbach’s alpha (0.78). The data were analysed using descriptive statistics. From the results, the participants were able to identify the various challenges encountered during the transition and discover how institutions can be resilient during disruption.
Co-Authors Oluwafemi Abayomi Olajuyigbe