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 5. References gradually work towards eliminating the challenges. [1] T. Sander, What is E-Learning? 2020. URL: iv. Government https://e-student.org/what-is-e-learning/. The government should properly fund [2] A. T. Agbele, E. A Oyelade, Impact of education by providing appropriate e-learning COVID-19 on the Nigerian Educational facilities. 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