Learning mode has gradually moved away from face-to-face to an online programme with the outbreak of COVID-19 pandemic. This study therefore compared the face-to-face instructional delivery system with online education, in tertiary institutions. The study adopted survey research design. One hundred and fifty (150), comprising fifty (50) students each were randomly sampled across three (3) first-generation universities; namely: University of Ibadan, University of Lagos and Obafemi Awolowo University, Ile-Ife. Two research questions were formulated to guide the study. Data was collected using self-designed questionnaire. The questions were statistically analysed using simple percentage. The result obtained revealed that online mode of teaching is an effective channel for knowledge impartation (84%), avenue for developing problem-solving skills through peer collaboration (71%), effective avenue for fostering interaction between teachers and students (52%). The length of online mediated course (OMC) however does not inhibit participation / contribution and effective learning (61%). The ability of students to acquire more knowledge via online learning is based on the contents that are easier to understand, compared to face-to-face learning (65%). On the contrary, most students did not desire to offer online lectures in the future (55%). The study therefore concluded that students of tertiary institutions are not fully ready for full online education, and thus recommended among others, that blended learning should continue with more of online lectures, tests and examinations than before.
Title of Article
ADOPTION OF ONLINE EDUCATION IN SELECTED FIRST GENERATION SOUTH-WEST NIGERIAN UNIVERSITIES DURING COVID-19 PANDEMIC: ASSESSING THE CONSTRUCTIVISM AND LEARNERS' PERCEPTIONS A paper submitted for publication in the Theme: Science and Technology Education af
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Author(s)
Olaniyi, Gbenga; Efunwole, Gbenga
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International Journal of Science and Technology Education Research
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