Versions
- 2024-08-05 (2)
- 2024-07-30 (1)
Keywords
knowledge
predictors
university
How to Cite
Abstract
Application of virtual platform is gaining acceptance in post covid-19 era among academics in the universities. The platform offers leverage for academic instructors to plan and execute lectures seamlessly at rapid productivity. Some platforms are executed using google enhance applications, zoom meeting, skype and youtube. Despite increasing acceptance and utilisation among academics in some universities, it is underutilized in others. Some universities have fully attained maturity in application of virtual learning, others have remainedat bottom or takeoff stage. This study therefore aims to examine predictors of utilisationand knowledge among lecturers in the era of virtual learningin University of Benin and Igbinedion university. Rogers'diffusion of innovation model guided this paper. Survey design using quantitative method and cross sectional study was adopted. Two universities were selected using 310 sample size. Data were collected and analysed quantitatively using descriptive and inferential statistics. Measuring knowledge on scale attributes, a label for high, moderate and low was used.Attribute above 75% is high; score above 50% is moderate; and score below 50% is low. Attribute showed that less than half of the sample scored 75% on the scale of knowledge. Majority of the lecturers either lacked awareness of virtual platform in the university or management awareness of the platform has not translated to acceptance for core users. Lecturers in the three universities had knowledge of electronic application to solve basic needs for academic materials, but this did not transcend to high knowledge of virtual platform. Predictors for knowledge consisted of access to internet wifi, stable electricity, university policy, faculty curriculum andincentives. These factors predisposed intention to switch to virtual platform. There washigh application of virtual platform in the study area.The paperrecommends need for interface between university management and academics drawing upon knowledge gap, especially in the case study andsimilarinstitutions.
References
Akyol, Z., & Garrison, D. R. (2018). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250.
Bates, A. W. & Poole, G. (2017). Effective teaching with technology in higher education: Foundations for success. Indianapolis, IN: Jossey-Bass.
Bonk, C. J. & Graham, C. R. (Eds.). (2015). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Conceição, S. C. O., & Lehman, R. M. (2018). Managing online instructor workload: Strategies for finding balance and success. San Francisco, CA: Jossey-Bass.
Duffy, T. M. &Kirkley, J. (2014). Learner-centered theory and practice in distance education: Cases for higher education. Mahwah, NJ: Lawrence Erblaum Associates.
Dziuban, C., Hartman, J., Cavanagh, T. Moskal, P., (2019). Blended Courses as Drivers of Institutional Transformation. A. Kitchenham, Ed. Blended Learning Across Disciplines: Models for Implementation, (pp. 17-37) Hershey: PA: IGI Global.
Garrison, D. R., & Vaughan, N. D. (2018). Blended Learning in Higher Education, Framework, Principles, and Guidelines. San Francisco: Jossey-Bass.
Means, B., Toyama, Y., Murphy, R., &Baki, M. (2018). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115,1-47.
Palloff, Rena M., Pratt, Keith. (2017) Building online learning communities: Effective strategies for the virtual classroom San Francisco, CA: Jossey-Bass,
Picciano, A. G., &Dziuban, C. D. (Eds.). (2017). Blended Learning Research Perspectives, United States: The Sloan Consortium.
Picciano, A., Dziuban, C., & Graham, C. (Eds.) (2016). Blended learning: Research perspectives (Vol. 2). New York: Routledge.
Roblyer, M.D. (2016). Integrating educational technology into teaching. (4th ed.). Upper Saddle River, NJ: Pearson Education, Merrill.
Jegede, O.J (2019): Evolving a national policy on distance education. “An agenda for Implementation”. Education today. Vol. 8 (3). Pp14 – 29.
Yusuf, M.O (2019): A Conceptual framework for the establishment of Open University in Nigeria. Ilorin Journal of Education. Vol 19 Pp136 - 144
Jegede, O.(2017). Taking the distance out of higher education in 21st century Nigeria. Paper Presented at the Federal Polytechnic, Oko, Anambra state on the occasion of the Convocation ceremony and 10th anniversary celebration held on Friday, 28
Wejnert, B. (2002). Integrating models of diffusion of innovations: a conceptual framework. Annual Review of Sociology. 28: 297–326. doi:10.1146/annurev.soc.28.110601.141051. JSTOR 3069244
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2023 SIMISOLA JANET ABOKE, Micah, Damilola John (Author)