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This Author published in this journals
All Journal International Journal of Humanities and Innovation (IJHI) Journal of Educational Management and Instruction (JEMIn)
Haruna Abubakar Haruna
Faculty of Arts and Humanities, Universite Africaine Franco-Arabe Bamako, Mali
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Face-to-face, online, or hybrid learning in post COVID-19 recovery? Scrutinizing Nigerian students’ Preferences Haruna Abubakar Haruna; Musa Yusuf Kabara; Alexis Enriquez
Journal of Educational Management and Instruction (JEMIN) Vol. 2 No. 2 (2022): December 2022
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v2i2.5026

Abstract

The shifting from face-to-face interaction in a formal classroom to digital learning outside the classroom in the recent education system has made a great change in our learning habit. As the online learning mode has become more prevalent in around the world including Nigeria due to the COVID-19 pandemic, it is particularly crucial to re-examine students’ opinions and preferences about the teaching modes. Now, a crucial question that may exist is will schools and universities keep at online learning in post COVID-19 pandemic recovery? In responding to the question, the present study scrutinizes Nigerian university students’ standpoints either to prefer online or face-to-face learning activities at the time after the global pandemic recovers. A survey design is adopted by using an online questionnaire distributed to 153 students of several departments at a university in Nigeria. The results depict that 51% of the students are in favor of studying in an online learning mode. However, it is further found that only 19% of the students prefer to have a full online learning activity after the pandemic ends. Moreover, this study reveals that the majority of the students (69%) are supporting hybrid learning system which is the combination between online and offline learning activities. The rest (12%) agree with face-to-face learning activities in classrooms. These results contribute to offering fruitful insights and policy recommendation for Nigerian Ministry of Education to design specific rules and guidelines in which schools and universities are desired to offer blended learning activities for students in post pandemic recovery.
A distant area university investigation on students' activity, learning outcomes, and responses using synchronous online reading Nurhilaliah Nurhilaliah; Kisman Salija; Haruna Abubakar Haruna
International Journal of Humanities and Innovation (IJHI) Vol. 6 No. 2 (2023): June
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v6i2.179

Abstract

Using synchronous online reading in the first semester of English students at a distant area university, this study proposes to determine the students' activity, learning outcomes, and responses to reading comprehension. Researchers gathered numerical data for this study to give a thorough and objective depiction of student activity, learning outcomes, and student reactions to reading comprehension. In this study, seventeen English-speaking students from a rural institution in the Indonesian region of South Sulawesi took part and were selected purposively. In an organized environment, the researchers used structured observation techniques to document particular actions or events methodically. A reading test and questionnaire were also used in this study. The reading test evaluated participants' characteristics, skills, or levels of knowledge. A questionnaire is a set of organized questions asked participants to gather their responses through the Likert scale. This study found that using synchronous online reading in a university located in a distant area has a positive effect on experiences and technology use, and it can alter how subjects are taught, how learning is carried out, and the difficulties that lecturers must overcome. Therefore, when choosing online learning that is regarded to help the learning process in the classroom, a lecturer might consider the study's findings. Future research may assess synchronous, asynchronous, and even hybrid learning in some distant area universities using large samples and a more diverse participant population
Co-Authors Alexis Enriquez Kisman Salija Musa Yusuf Kabara Nurhilaliah Nurhilaliah