=Paper=
{{Paper
|id=Vol-2872/paper07
|storemode=property
|title=E-Learning and Covid-19 - the Nigerian Experience: Challenges of Teaching Technical
Courses in Tertiary Institutions
|pdfUrl=https://ceur-ws.org/Vol-2872/paper07.pdf
|volume=Vol-2872
|authors=Ijeoma Ugochukwu-Ibe,Ebuka Ibeke
|dblpUrl=https://dblp.org/rec/conf/rtacsit/Ugochukwu-IbeI21
}}
==E-Learning and Covid-19 - the Nigerian Experience: Challenges of Teaching Technical
Courses in Tertiary Institutions==
https://ceur-ws.org/Vol-2872/paper07.pdf
E-Learning and Covid-19 - the Nigerian Experience: Challenges of Teaching Technical
Courses in Tertiary Institutions
Ijeoma Mary Ugochukwu-Ibea and Ebuka Ibekeb
a
Department of Computer Science, Federal Polytechnic Nekede, Owerri, Nigeria.
b
School of Creative and Cultural Business, Robert Gordon University, Aberdeen, United Kingdom.
Abstract
This paper examines the challenges of teaching technical courses through e-learning in Nigerian tertiary
institutions during the COVID-19 pandemic lockdown. The COVID-19 pandemic has widespread after-
effect on education systems all over the world, with Nigeria, not an exception. The lack of the requirements
needed for remote education during the worldwide lockdown caused by the COVID-19 pandemic has
impeded teaching and learning. In the underdeveloped world, home education worked well for a few students
who had adequate resources accessible to them and were adaptable to remote learning. This has not just
affected teaching and learning but has posed a big problem in teaching technical courses. Problems
associated with teaching technical courses in Nigeria during the pandemic lockdown especially the
difficulties in handling practical and technical processes online are discussed. Students and educators at
different programmes at the Federal Polytechnic Nekede Owerri, Nigeria will be interviewed to ascertain
the most pressing problems. The paper will also proffer possible solutions through its recommendations at
the different levels of the concerned stakeholders in the Nigerian education sector.
Keywords1
E-learning; COVID-19; Technical Courses; Tertiary Institutions; Students; Educators
1. Introduction across many nations of the world, so, the World
Health Organisation (WHO) declared it a
E-learning which stands for electronic pandemic on 11th March 2020. Since then, the
learning is also referred to as online through pandemic has caused a shutdown in the
which knowledge is acquired using electronic educational system of more than 171 countries
technologies and media. Simply put, e-learning in the world leaving them with the option of
could be defined as “teaching and learning blended and online mode of teaching and
processes that are carried out using electronic or learning. Most African countries especially
digital devices conducted on the Internet”. In e- Nigeria were more disadvantaged. The
learning, students can access their learning educational institutions in Nigeria have not
materials online from anywhere and at any time. blended the old-style face-to-face lectures in a
E-Learning can take the form of online courses, classroom setting with e-learning [2].
online degrees, or online programs [1]. Although the COVID-19 pandemic has led
The origin of the Coronavirus disease to the global disturbance of technical education,
(COVID-19) is traced to Wuhan in China which there is an urgent response to the current
started in December 2019. This virus has spread
Proccedings of RTA-CSIT 2021, May 2021, Tirana, Albania
EMAIL: maymoramechi@gmail.com (A. 1); e.ibeke@rgu.ac.uk (A. 2)
©️ 2021 Copyright for this paper by its authors. Use permitted under Creative
Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
situation that requires a knowledge upgrade for unmasked the technological lapses and other
educators on the necessary software and tools problems of e-learning and the education sector
needed for teaching technical courses online. in general in most parts of Nigeria.
For developed countries, e-learning solutions In the developed and developing countries,
are accelerated and enhanced while it is online education has played a vital role in the
contrary in some underdeveloped countries [3]. past as it has helped some institutions to
Though e-learning has long been adopted overcome the problems associated with
and helped in the establishment of distance and educational continuity in the time of crisis [8].
online programmes in the developed countries, This is seen in countries like Libya
only a few private tertiary institutions in Nigeria whose higher education system was re-built and
carry out their academic activities through e- re-developed because of political crisis, armed
learning, many still find it difficult to use e- conflict, and the destruction that followed the
learning, while to some, it is still a nightmare crisis [9]. However, this is not the case in
because of poor and non-availability of Nigeria where schoolgirls are adopted in the
technological infrastructure [4], as well as other Northern part of the country and the fear of
challenges which will be discussed in this these abductions have put education to a stop
paper. with no other means for teaching and learning.
The sudden lockdown of different sectors of Recently, schools are shut in Zamfara and Niger
the country by the government did not allow states while dozens of schools have been shut
time for planning remote learning and teaching down in Borno, Yobe and Adamawa states
appropriately. It means that many students and because of Boko Haram Insurgency [10].
educators are not reaping the modern associated
benefits of education, especially in 2.1. Factors Influencing Effective
underdeveloped countries [5]. Teaching of Technical Courses
Nigeria is not an exemption to the during the COVID-19 Lockdown
widespread consequences caused by the Due to social distancing measures, an oral
COVID-19 pandemic on the education system. interview was conducted by the researchers on
The nationwide lockdown by the Government a few students and educators at the Federal
to curb the spread of the virus affected schools Polytechnic Nekede, Owerri (a tertiary
resulting in no physical contacts (group institution in Nigeria that teaches technical
gatherings) which instituted a change in courses) which revealed some challenges which
teaching and learning. UNESCO in its recent have impaired the teaching and learning of
publication estimated that 39,440,016 learners technical courses before and during the
in the country were affected by the lockdown COVID-19 lockdown. The numbers of
[6]. respondents interviewed were five (5) students
each from fourteen (14) different programmes
2. Current State of E-learning in and levels. Also, 5 educators with different
Nigeria Education System positions were interviewed from the fourteen
One week after the pronouncement of departments housing the programmes. The
Coronavirus disease as a pandemic by the common challenges revealed after the interview
World Health Organisation (WHO), the Nigeria are:
Federal Ministry of Education (FME) approved i. Non-availability and poor maintenance
the closure of all schools (Kindergarten, of IT infrastructures
Primary, Secondary and Tertiary) on 19 March Investigations show that one of the difficult
2020 to ensure control of the first wave [7]. challenges facing the National Open University
With this development, most education of Nigeria (NOUN) and other tertiary
administrators tried to adopt different online institutions is the lack of financial support by
teaching and learning approaches which the government to build the infrastructure
needed for distance learning education and also in some urban and rural areas and lack of
the resources to produce teaching and learning discipline on the part of the learner and educator
resources needed for its registered students, are some of the major challenges facing
especially the first-year students [11]. teaching and learning technical courses online
ii. Unstable electricity [13].
In Nigerian tertiary institutions, the
Tables 1 and 2 below shows the responses
electricity supply experienced across the
to the interview with some students and
country is one of the challenges that has affected
educators on the choice of their most prevalent
online teaching programs. Many Nigerians who
e-learning problem.
live in urban centres where electricity is
expected to be stable for 24 hours cannot boast Table 1
of having it for at least a few hours a day. This The most prevalent problems of teaching and
has hindered many students from partaking in learning technical courses through E-learning
online teaching whether they are living in the platforms - Responses from students
urban or rural areas [2].
Programme Related Problems/Number of
iii. High cost of data tariff
Responses
The Nigerian digital divide shows the
Inadequate IT
Poor Internet
Connectivity
Department
High Cost of
inequality among individuals who have access
Data Tariff
Devices &
electricity
Technical
Unstable
Network
Issues:
Level
skills
to regular internet connection and those who do
not have access. Regular use of digital devices
connected to the internet is seen in the homes of
the rich but not the poor because of the high cost
EE HND2 2 - 2 1 -
of data tariff and alternative means of power
supply in such homes [12]. CS ND1 2 - 1 - 2
iv. Inadequate IT skills required on the part
of educators and learners BT ND2 1 - 2 1 1
The limited exploitation of the e-learning
facilities is caused by inadequate training on the CE ND1 3 - 1 - 1
part of learners and educators as a result of poor
ARC HND1 2 - 2 - 1
knowledge of ICT facilities and lack of requisite
skills [4]. AT HND1 1 - 1 2 1
v. Difficulty in handling all practical
processes online SUG HND2 2 - 1 2 -
This is one of the crucial challenges of
ME ND1 1 - 1 1 2
teaching technical courses through e-learning.
The absence of face-to-face interaction with
EVB HND1 1 - 3 - 1
both educators and learners can be challenging.
This is most difficult for students taking courses FT HND2 1 - 1 2 1
that are better suited for face-to-face learning,
like those with science laboratory apparatuses HMT ND1 2 - 1 1 1
and other technical courses. Most courses
SLT ND2 1 - 2 1 1
require some percentage of hands-on
experience. Students now watch physics FIT ND1 3 - - 1 1
laboratory experiments in a digital recording
and take quizzes and examinations afterward AD ND2 1 1 2 1 -
which does not allow the students to understand
the course better. Also, household distractions
during e-learning, poor or no internet coverage
Table 2 3. Conclusion
The most prevalent problems of teaching and This paper has looked into the problems and
learning technical courses through E-learning challenges of teaching technical courses in
platforms - Responses from educators Nigeria during the global shutdown in the
Programme Related Problems/Number of education sector caused by the COVID-19
Responses pandemic. The paper revealed the outcome of
the interview carried out by the researchers on
Inadequate IT
Poor Internet
Connectivity
Department
High Cost of
Data Tariff
Devices &
electricity
Technical
Unstable
Network
students and educators involved in technical
Position
Issues:
skills
courses and programmes at the Federal
Polytechnic Nekede, Owerri in Nigeria.
Categorically, possible recommendations were
EE Senior 2 - 2 1 - made by the researchers to help curb the
Lecturer challenges associated with teaching technical
courses via e-learning. Data from the
CS Chief 1 - 2 2 - Polytechnic clearly shows that lack of stable
Tech.
electricity, poor internet network coverage, high
BT Principal 1 1 2 1 -
cost of data tariff, Technical issues with digital
Lecturer devices and lack of IT skills are the major
challenges to teaching technical courses in
CE Assistant 2 - 2 - 1 Nigerian tertiary institutions.
Lecturer
4. Strategic Recommendations to
ARC Chief 2 1 1 - 1
Tech. Mitigate Challenges
AT Senior 1 - 3 - 1 To fully achieve success in teaching
Lecturer technical courses through e-learning in Nigeria,
we recommend that the key stakeholders should
SUG Chief 2 - 3 - - be fully participatory.
Tech. i. Individuals and Families
Individually, students and parents should
ME Principal 2 - 2 - 1
Lecturer
control the environment at home for e-learning
to be more effective. They should support
EVB Principal 1 - 3 - 1 setting the pace, building the appropriate
Tech. physical space required for e-learning, and
continue to encourage their children in the
FT Assistant 2 - 1 - 2
absence of traditional face-to-face teaching and
Lecturer
learning. The students should be disciplined
HMT Senior 1 1 3 - while engaged in a class via e-learning.
Lecturer ii. Institution’s Contribution
The institution’s management team,
SLT Chief 1 1 2 - 1 departments and units should provide
Tech. professional development in the area of ICT for
educators and learners; and the departments and
FIT Chief 2 - 2 - 1
Lecturer
units should assist in producing e-teaching
resource guides. Educators should be trained to
AD Principal 3 - 1 - 1 improve their skills in computing specifically in
Lecturer areas that will enhance e-learning activities and
in other new educational technologies. Also, government should provide appropriate
while employing staff in any tertiary institution renewable energy like solar, biogas etc.
in Nigeria, the computer literacy level of the
candidate should be ascertained, and List of Abbreviations
computer application should be made a • AD (Art & Design)
requirement for all departmental courses. • ARC (Architecture)
Labour unions in different institutions such as • AT (Agricultural Technology)
the Academic Staff Union of Universities • BT (Building Technology)
(ASUU), Academic Staff Union of Polytechnics • CE (Civil Engineering)
(ASUP), Senior Staff Association of • COVID19(Coronavirus 2019)
Polytechnic (SSANIP), Senior Staff • CS (Computer Science)
Association of Universities (SANU), Non-
• EE (Electrical Electronics Engineering)
Academic Staff Union (NASU), Colleges of
• EVB (Environmental Biology)
Education Academic Staff Union (COEASU)
• FIT (Fisheries Technology)
and of course the National Association of
• FT (Food Technology)
Nigerian Students (NANS) should help awaken
the consciousness of her members on the need • HMT (Hospitality Management
for blended learning and a shift in the traditional • HND1 (Higher National Diploma Year1)
face-to-face classroom by including ICT • HND2 (Higher National Diploma Year2)
training in their yearly activities. • IT (Information Technology)
iii. Professional Bodies and Associations • ME (Mechanical Engineering)
Almost every profession in Nigeria has its • Technology)
professional association with series of yearly • ND1 (National Diploma Year1)
activities. Professional bodies in technical • ND2 (National Diploma Year2)
disciplines like the Council for the Regulation • SLT (Science Laboratory Technology)
of Engineering in Nigeria (COREN), the • SUG (Surveying & Geoinformatics)
Computer Professional of Nigeria (CPN), the • TECH (Technologist)
Nigerian Computer Society and others should
address the problems of e-learning and
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