Educating Children in Internally Displaced Persons (IDPS) Camps through Blended Learning: Prospects and Challenges (Published)
Education occupies a central place in human rights. It is essential and indispensable for the exercise of all other human rights and for general societal development. Internally displaced people (IDPs) are considered as most vulnerable due to the increased demands of IDPs for essential public services and livelihoods. The children in these camps also face a lot of hardship with little or no education because of overcrowding and influx of people, especially in the North East of Nigeria. Blended Learning is a hybrid of face-to-face (F-T-F) and computer mediated form of instruction. As an instructional strategy it harnesses the better of the two methods to improve the instructional process especially of the children in IDP camp Schools which are usually over crowded with on the spot recruited teachers. Some challenges envisaged were inadequate funding, poor infrastructure, ready computer literate teachers and specialized manpower for the e-learning platform. It was recommended that educating displaced children in IDP camps should be given more concerted effort by more NGOs, Humanitarian organization, Philanthropists and not left for the host government alone. This is because the children are at the heritage of the future and investing in them educationally is vital for a healthy society for today and tomorrow.
This pilot case study explores claims made in literature relating to the causes of lack of online interaction among adult-learners participating in a blended learning programme. Since this study is explorative in nature, it also informs the direction in which subsequent research should go. A preliminary literature review shows the salient factors relating to lack of online interaction as being ‘lack of convergence’ and ‘lack of social presence’. To seek said validation, a practical pilot case study, using a mixed-method approach, was carried out through a questionnaire and through interviews. Results in this study reveal that students do not engage with the online environment when the same content is repeated during f2f meetings, or when online assignments are not addressed during f2f meetings, i.e. lack of convergence. In relation to social presence, the teacher’s social presence was considered more important than that of peers as it relates to adult-learners specifically.
Professional Updates for Language Teachers in A Digitally Infected Clime: The ICT Utilization Sensibility (Published)
The teaching profession in Nigeria is faced with a lot of problems which militate against the integrity of the profession. This is because educators have come to realize that any meaningful improvement in the education that students receive is highly dependent on the quality of the instruction that the teacher provides. The paper looks into the training and retraining needs of English language teachers for effective utilization of ICT in secondary schools in Ekiti State. The research design was descriptive. The population for the study comprised all English Language teachers (571) in the senior secondary schools in Ekiti State. Multistage random sampling technique was utilized in selecting the sample. In all, all (20) English Language teachers in the selected schools were used as the sample. A research instrument titled “Teachers’ Assessment of the Need for Information and Communication Technology (ICT) in English Language (TANICTENG)” was tested for both validity and reliability procedures and used for data collection. Reliability coefficients of 0.67was obtained. Conclusion was drawn and recommendations were made among which are that teachers should engage in personal development; Teacher Training institutions should see to effective teacher education programmes; government at all levels should create an enabling environment that could help the teachers to perform optimally, among others.
Utilization of Virtual Classroom System in Traditional Teaching: Benefits and Challenges (Published)
The present study aims to identify fulltime female students’ perspectives of using the virtual classroom (via the blackboard system) as a main teaching tool to deliver learning materials in College of Science and Arts, Najran University, Saudi Arabia, for the academic year 2017/2018. It also sheds light on male faculty members’ views on using this system in comparison with the videoconference system used by male faculty members to teach female students at their campuses. The study is based on data elicited from conducting interviews with 5 female students and 5 male faculty members. The main findings indicated that male faculty members prefer to use the virtual classroom system rather than teaching via the videoconference system; and although female students like being taught via the virtual classroom, they prefer to use the videoconference system due to Internet connection problems.
The Effectiveness of Adopting Flipped Learning Approach in an Applied Linguistics Course for University Students (Published)
As students enter the fourth year of an English Department, an increased responsibility for a lot of linguistic information is highly desirable. Students need to do a lot of efforts inside and outside the class. Students who arrive in class with assigned tasks completed, notes reviewed, and prepared for classroom activities are developing the ability to be self-directed learners. Limited classroom contact time can be effectively utilized by focusing on further review and explanation. This paper investigated the effectiveness of adopting flipped learning approach and the changes implemented to “Introduction to Applied Linguistics” course at English Department, College of Administrative and Human Science in Qassim Private Colleges. The students were asked to do some tasks inside and outside the classroom. These tasks included short pre-class assignments and quizzes that were designed to increase students’ preparation for the next class meeting, as such flipping class meeting preparation to outside the classroom. A benefit of these changes is that the instructor can significantly reduce the time spent lecturing and focus on students’ understanding of linguistics and focusing on students’ activities in-class. This focus fosters student-centered learning with the student having the responsibility to prepare for each class session. Participants were 33 fourth level students in English Department from Qassim Private Colleges in Saudi Arabia. The pre-posttest comprised five different types of questions including multiple choice, true or false, defining linguistic terms, compare between the advantages and disadvantages, and analyzing structures. Results of the t. test analysis revealed that adopting flipped learning Approach yielded significant effects on students’ linguistic level.