Insight Into Knowledge And Practice Of Online Learning Methods In A Higher Education Institution In Port Harcourt, Nigeria
Dr. Ocheli, E.O,
Senior Lecturer, Dept. of Surgery, Faculty of Clinical Sciences, College of Health Sciences, University of Port Harcourt, Rivers State, Nigeria
Prof. Awotua-Efebo, E.B
Department of Curriculum Studies/Educational Technology, Faculty of Education, University of Port Harcourt, Rivers State, Nigeria
Dr. Fomsi, E.F
Associate Professor, Department of Curriculum Studies/Educational Technology, Faculty of Education, University of Port Harcourt, Rivers State, Nigeria
Keywords: Awareness, Digital, Virtual, Online Learning
Abstract
The Covid-19 pandemic in 2020 as declared by the World Health Organization (WHO) with all its grave global impact changed the world, notably as it relates to the delivery of learning in the educational sector. To incorporate online learning into the educational system and overcome barriers to adoption, foster a culture of maintaining a positive attitude to the use of e-learning tools and technologies during the pandemic required good planning This study set out to determine the level of awareness and preparedness of clinical tutors in the use of online teaching methods before Covid-19 in the University of Port Harcourt medical school, Nigeria Methodology: A population survey of the clinical tutors of University of Port Harcourt on adoption of online teaching and learning method probed into the awareness component of the process in the university during the early phase of Covid-19 pandemic. A questionnaire-based un-coded Google form was the data collection tool applied to respondents to ensure anonymity. SPSS version 24 and EXCEL packages were used to statistically analyze acquired data. Result: Basic statistical analyses of a population survey of clinical tutors in the faculty of clinical sciences showed that a quarter were totally unaware of innovative digital and online methodologies of learning. Majority were familiar with some modalities, notably simulation in about 50%; virtual teaching (45%); blended learning (30%) and flipped classroom consisting of 21% of respondents. While 45% and 48% claimed to be fairly and highly skilled in using digital gadgets respectively, 70% claim to have between 70 – 90% competence levels in the use of such devices. However, virtually all clinical teachers have used one form or another messaging platform. Sadly, less than 10% have comparatively adequate training in one or more methodologies on delivery of online distance learning before and during covid-19 pandemic. Conclusion: In the Faculty of clinical sciences, University of Port Harcourt, there was relatively poor awareness of the emerging LMS applicable in online learning by clinical tutors despite their appreciable use of other messaging platforms using a variety of personal electronic gadgets. This new method of learning still remained rudimentary and in preparatory stage, especially in professions needing practical and specialized psychomotor skills, even during and soon after the Covid-19 pandemic.
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