Lecturers’ Perception Towards Blended Learning in the Post Covid-19 Era in Tertiary Institutions in Sokoto State, Nigeria
Hussaini, Aminu and Bello, Samaila
Department of Guidance and Counselling, Faculty of Education, Shehu Shagari University of
Education, Sokoto-Nigeria
Department of Educational Foundations, School of General Education, Shehu Shagari College of
Education, Sokoto
Abstract
This paper examined lecturers’ perceptions and issues/challenges of incorporating blended learning in tertiary institutions in Sokoto, State-Nigeria. The paper used a quantitative research method. Two research objectives were set with two corresponding research questions. The population of the study was 58 lecturers from the School of General Education, Shehu Shagari College of Education, Sokoto-Nigeria in which the total population was selected. Multi-stage sampling technique was used in selecting the sample. The study however used the questionnaire “Lecturers’ Perceptions on Blended Learning in Educational Courses in SSCOE, Sokoto”. The finding showed that SSCOE lecturers demonstrated highly positive feedback towards the incorporation of blended learning. Although the findings revealed further that lecturers understand different issues and challenges in incorporating blended learning in SSCOE. To highlight a few of the issues and challenges that obtained low mean scores from the findings are the lack of sufficient technical training to implement blended learning in educational classes and the high cost of blended learning tools and equipment. The study, however, suggested Ministry of higher education help the lecturers by providing technical training on the use of e-learning material in addition to the provision of blended learning material for lecturers as they are costeffective.
Keywords: Blended, Learning, Teaching, Tertiary institution, Covid-19
Impact Statement
It is evident from the personal experience and the literature reviewed that, studies on this context were very scarce in the developing world and Nigeria in particular. The lecturers’ perceptions towards the issues and challenges of implementing blended learning might have changed after the Covid-19 pandemic experience. This tempted the researchers to investigate the current belief in blended learning implementation among the lecturers, particularly in the Shehu Shagari College of Education, Sokoto, Nigeria. The findings from this research will help ensure that higher education delivery is well-equipped for changing circumstances and future student restrictions. It will also benefit tertiary institutions’ lecturers interested in adopting this teaching approach as well as the policymakers in designing programmes or policies that could effectively support lecturers in successfully incorporating blended learning in tertiary institutions in Sokoto State, Nigeria.
Authors’ Profiles
The lead author Mr. Aminu Hussaini has authored more than twenty articles in both national and international journals. Mr Hussaini is an academic staff serving as Examination Officer and Ag. Faculty Secretary in the Department of Guidance & Counselling and the Faculty of Education, Shehu Shagari University of Education, Sokoto-Nigeria respectively. He supervised numerous student projects, and vetted/review several articles, in addition to validation of more than twenty instruments. As an academic staff, he is very passionate about academic activities especially; teaching, research, writing academic manuscripts, counselling less privileged persons like women/children, and travelling for academic activities.
In his part, the co-author Mr. Sama’la Bello is a senior lecturer working with the Department of Educational Foundations, School of General Education, Shehu Shagari College of Education, Sokoto-Nigeria. Mr. Bello as an experience scholar authored nearly thirty articles in both national and international journals of high repute. He also supervised more than forty NCE and Undergraduate projects over the period of nearly two decades. He is very interested in teaching, writing academic papers, and research.
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