Constraints Of Virtual Instructions During Covid-19 Lockdown And Management Options In Delta State College Of Education

Constraints Of Virtual Instructions During Covid-19 Lockdown And Management Options In Delta State College Of Education
Abstract
The focus of this study was to investigate the constraints of virtual instructions during COVID-19 lockdown and management options in Delta State college of education. Specifically, three objectives were formulated to guide the study. The researcher adopted a descriptive survey design using a self-designed questionnaire for data collection and 100 students for participation in the study as respondents. The data was descriptively summarized with the use of frequency, percentages and tables. The findings revealed that all the respondents (100%) agreed that that school closure caused reduction in instructional time and learning time. Also, findings show that 90% said the impact of COVID on activities was in terms of Loss of access to vital school-provided services; and negative outcome of students’ academic performance (90%).The constraints of virtual instruction as a result of the COVID-19 pandemic lockdown showed them to include unfavourable teaching condition (90%); low levels of motivation towards learning among students (80%); poor connection between teachers and students (85%); difficulty in designing a system to fit the learning needs and convenience of students (80%); and lack of adequate guidance from teachers (80%). Findings showed the management options to include providing training for use of virtual instruction platforms and tools (95%); increasing accessibility to virtual instruction platforms (80%); providing support systems for access to data and other facilities for virtual instruction (90%); promoting student-teacher interaction via virtual instruction (70%); and designing a system to fit the learning needs and convenience of students (75%).The study concluded that there is a need to for the government and educational stakeholders to design a system that will address the learning needs and convenience of students across all levels of learning as well as promote the development of non-traditional methods of teaching and learning.
Chapter One
1.0 Introduction
1.1 Background to the Study
In early 2020, the COVID-19 (caused by the SARS-CoV-2 virus) pandemic shocked the world, almost bringing it to an unprecedented stop. The new coronavirus apparently started to spread (1) in China during December 2019, before moving to Thailand, Japan, the Republic of Korea (first confirmed cases on 20 January 2020), then to the United States, Vietnam, Singapore (2), and, at the end of January 2020, to Australia, Nepal, Europe (first cases in France on 25 January 2020 and later in Germany, Finland, Italy etc.), Malaysia, Canada, the Middle East, and other countries of the Western Pacific Region and South-East Asia Region, and (3) onwards to Russia, Africa, and Latin America (WHO, 2020). On 11 March 2020, the World Health Organization (WHO) declared the COVID-19 a pandemic (WHO, 2020). By 31 July 2020, COVID-19 had spread across 217+ countries and territories, with almost 17.1 million confirmed cases and 668,073 deaths. America then had confirmed 9.15 million cases, Europe 3.31 million, South-East Asia 2 million, Eastern Mediterranean 1.53 million, Africa 0.75 million, and the Western Pacific 0.31 million cases (WHO, 2020). The dire consequences of this pandemic are already being seen in a historic recession in most developed parts of the world, e.g., in the USA where in the second quarter of 2020, according to an early estimate, GDP plummeted annually by 32.9% while in the euro area GDP plunged by 12.1% and in the European Union (EU) by 11.9% over the previous quarter (Aristovnik, Keržič, Ravšelj, Tomaževič, & Umek, 2020).
As far as health is concerned, the novel coronavirus SARS-CoV-2 (severe acute respiratory syndrome-coronavirus-2) has affected all age groups, with the worst manifestations and highest death rates being found among older individuals and patients with comorbidities (Goldman, 2020). Besides bringing to the fore many (existing) problems and challenges in the area of health, the COVID-19 pandemic has created all manner of unanticipated turbulence in society and the economy (Cao, Fang, Hou, Han, Xu, Dong, & Zheng, 2020), like previous pandemics in history. Over the last few hundred years, pandemics, e.g., the bubonic plague, the Spanish flu, SARS, Ebola, influenza A (H1N1) etc., have been responsible for significant changes in geopolitical and demographic situations by altering patterns of migration, travel, urbanization, trade, and technology use (Liu, Bao, Huang, Shi, & Lu, 2020). A few months into the novel coronavirus (COVID-19) pandemic, it has become clear that the corona crisis and its many consequences on all levels will last for years, thereby thoroughly impacting our lives forever. The challenges created by COVID-19 will in one way or another affect each and every one of us—the wellbeing of all groups in society in every affected country and globally (Brooks, Webster, Smith, Woodland, Wessely, Greenberg, & Rubin, 2020).
Although they are young and thereby generally not in any of the specific risk groups at risk of coronavirus infection due to the serious health consequences it might bring, students are still a population group that has experienced dramatic effects of the first wave of the COVID-19 pandemic in the first four or five months of 2020 and therefore huge changes to their everyday lives and, perhaps even more alarmingly, to their prospects for their immediate and distant future. Most countries affected by the pandemic were able to slow down the spread of the coronavirus with varying degrees of success, including by imposing drastic measures like banning public events and gatherings, workplace closures, stay-at-home restrictions, restrictions on domestic and international transport, testing and contact tracing, and shutting educational institutions down (Owusu-Fordjour, Koomson, & Hanson, 2020).
Physically closing educational institutions (schools, universities) proved to be an efficient way of minimising the spread of the virus, yet it has led to many challenges for both students and teachers, but also their families, friends, employers, and thus society and the global economy. Moreover, once they reopen after the lockdowns, educational institutions will not encounter the same situation they experienced before the COVID-19 pandemic. The norms that guide many parts of our lives will need to be reformulated in detail in the post-pandemic context and are likely to result in drastic changes to the way in which the future workforce is educated (Rose, 2020).
As of 1 April 2020, the number of learners required to stay at home due to the closure of their educational institution on all levels reached a peak of 1.598 billion from 194 countries (UNESCO, 2020). The pandemic has had a big impact on higher education students’ practices regarding academic work and life (e.g., the switch to online lectures/tutorials, closed libraries, changed communication channels for teachers’ and administrative support, new assessment methods, different workloads and performance levels. etc.) and social life (closed dorms and therefore moving back home, no meetings with friends, university colleagues or relatives, no parties, no traveling, remaining trapped abroad, etc.), as well as their personal financial situation (loss of student job, worries about their own financial situation, future education and career) and emotional health (fears, frustrations, anxiety, anger, boredom, etc.) (Brooks et al., 2020; Cao et al., 2020). On top of the many challenges, the pandemic has led to some more positive changes in habits and mindsets, like paying greater attention to personal hygiene, taking care of one’s own health (quitting smoking, eating organic food sourced locally) and of one’s relatives, especially of those in risk groups, spending more time to do sports, etc. (Pan, 2020).
Several papers have already been published by researchers around the world presenting studies on various aspects of the COVID-19 pandemic crisis, particularly its consequences for physical and mental health, the economy, society, and the environment (Aristovnik et al., 2020; Javakhishvili, Ardino, Bragesjö, Kazlauskas, Olff, & Schäfer, 2020). The biggest limitations of these studies about student life while their higher education institution is physically closed are generally: the data derived from early stages of the pandemic; a relatively small sample; and focusing chiefly on a restricted number of aspects of a student’s life. The current study seeks to address these gaps.
1.2 Statement of the Problem
According to the study by Samuel (2020) the global population of learners who were negatively affected by school closures in April 2020 as one of the measures to stop the spread of the coronavirus was estimated at 1.723 billion; these lockdown and closure of schools were effected in over 191 countries which constitutes to about 98.4 percent of the total population of students worldwide. This was also done in Nigeria, where major certificate examinations such as the Junior WASSCE and SSCE were suspended, tertiary institutions were compulsorily locked down and students were told to stay at home, thereby affecting the educational processes and interrupting the academic calendar for almost twelve months (Samuel, 2020).
Indeed, most studies are limited to academic work or life issues, a student’s mental health, or a combination of both (Sahu, 2020). In addition, most studies concentrate: on a single higher education institution and/or country (Duong, Luo, Pham, Yang, & Wang, 2020); and/or on a single academic field (e.g., medical students from the USA (Iyer, Aziz, & Ojcius, 2020) and nursing students (Morin, 2020). Only a few surveys include student samples from more than one university or country such as in Sub-Saharan Africa (Aborode, Anifowoshe, Ayodele, Iretiayo, & David, 2020).
After almost a year at home due to lockdown and a complete closure of schools and learning channels as a result of poor access and unavailability of technology and resources for online learning and education, it is important to ascertain the impacts of the COVID-19 pandemic on the life of higher education students, both academically and otherwise, to understand what student life looked like during the pandemic, including teaching and learning, their social contacts, habits/routines and what they were expecting by way of support measures from various institutions, e.g., universities and the government.
After studying existing literature, we concluded that no comprehensive large-scale survey on how students from around the world have experienced the unexpected and unprecedented crisis of the COVID-19 pandemic and its impacts on their present and future life has not been conducted yet. Thus, the current study presents a novel, original, and current contribution to the field of knowledge on higher education in the global health crisis caused by COVID-19 by focusing on student life during the first wave of the pandemic.
1.3 Objective of the Study
The main objective of this study is to investigate the constraints of virtual instructions during COVID-19 lockdown and management options in Delta State college of education. Specifically, the following objectives will guide the study;
- To determine the level of impact of COVID-19 pandemic lockdown on the academic activities in Delta State college of education
- To identify the constraints of virtual instructions as a result of the COVID-19 pandemic lockdown in Delta State college of education
- To identify the management options for the COVID-19 lockdown on virtual instructions in Delta State college of education
1.4 Research Questions
The following questions were formulated to guide the study based on the research objectives.
- What is the level of impact of COVID-19 pandemic lockdown on the academic activities in Delta State college of education?
- What are the constraints of virtual instructions as a result of the COVID-19 pandemic lockdown in Delta State college of education?
- What are the management options for the COVID-19 lockdown on virtual instructions in Delta State college of education?
1.5 Hypothesis
- HO1: There is no significant influence of COVID-19 lockdown on academic activities in Delta State college of education
- HO2: Virtual instructions as a result of the COVID-19 pandemic lockdown is not effective for teaching and learning in Delta State college of education
1.6 Significance of the Study
The findings of this study when published will be beneficial to students, educational institutions, government and regulatory authorities, and the society by providing recent data and information about the implications of COVID-19 pandemic lockdown on the academic activities of students which will help promote the better perception and knowledge. Students in tertiary institutions will benefit from this study as data will reveal information on the implications of the pandemic on their academic activities, social and emotional life, personal circumstances and habits. Also, the challenges and prospects of teaching and learning as a result of the pandemic will be evaluated which will improve the knowledge of the best strategies to adopt. The findings of this study will provide recommendations for policymakers and higher education institutions concerning how students can be supported in the aftermath of the crisis created by the COVID-19 pandemic in Nigeria.
1.7 Definition of Concepts
Covid19:
Coronavirus disease 2019 (COVID-19) is defined as illness caused by a novel coronavirus now called severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2; formerly called 2019-nCoV), which was first identified amid an outbreak of respiratory illness cases in Wuhan City, Hubei Province, China.
Lockdown:
Refers to the restriction of movement and closure of schools to reduce the social contact and severity of the COVID-19 pandemic.
Constraints:
In this study, refers to the limitations or restrictions that affect teaching and learning via virtual instructions.
Chapter Five
5.0 Summary, Conclusion and Recommendations
5.1 Summary
The primary objective of the study was to assess the COVID-19 pandemic lockdown and the implications on the academic activities of students in University of Uyo, Akwa Ibom state. Three research objectives were formulated to guide the study. A descriptive survey design and 100 students were used. A self-designed questionnaire was developed according to the objectives of the study to guide in the generation of information. Socio-demographic characteristics of the respondents and the research question were analyzed using simple frequency and percentage. Findings of the study revealed that the level of impact of COVID-19 pandemic lockdown on the academic activities of students in the University of Uyo, the findings revealed all the respondents agreed that that school closure caused reduction in instructional time and learning time. Also, findings show that majority said the impact of COVID on activities was in terms of Loss of access to vital school-provided services; and negative outcome of students’ academic performance. Furthermore, the findings on the challenges of teaching and learning as a result of the COVID-19 pandemic showed that the major challenges were majority of the respondents agreed that the challenges include unfavourable teaching condition, poor connection between teachers and students, difficulty in designing a system to fit the learning needs and convenience of students, higher costs of living and expenses on academic related activities, and lack of adequate guidance from teachers. These findings imply that stakeholders should innovate and implement alternative educational assessment strategies which will promote non-conventional classroom teaching approaches and integrate digital learning in the academic systems.
5.2 Conclusion
The outbreak of corona virus has shaken the educational sector of most less-developed and developing countries including Nigeria. The study revealed that the pandemic affected the students academically, and socially in terms of reduction in instructional time and learning time, delay in academic calendar and timeline, and social implications on student communities; and negative outcome of students’ academic performance. It is important to address the challenges to teaching and learning identified in the study which include lack of accessibility, affordability, and flexibility of e-learning tools, lack of tools and facilities to improve online teaching methods and poor connection between teachers and students among others. The study concludes that there is a need to for the government and educational stakeholders to design a system that will address the learning needs and convenience of students across all levels of learning as well as promote the development of non-traditional methods of teaching and learning.
5.3 Recommendations
The following recommendations were made based on the findings of the study;
- There is a need for government and educational stakeholders to ensure there are strategies for innovations and implementation of alternative educational system and assessment strategies which will promote non-conventional classroom teaching approaches in the case of another similar experience.
- Also, educational institutions, educators, and learners should adopt technology, and improve their digital skills in line with the emerging global trends and realities in education.
- Also, there is a need to employ experts in the area of ICT to further introduce programs that will enhance the productivity of the education sector in order to maintain academic activities and timelines regardless of the global pandemic lockdown. This should be accompanied by adequate monitoring and evaluations of the implementation process.
- Lastly, there is a need for teachers and tertiary institutions to promote active lifestyles and learning patterns among students towards addressing the learning capacity gaps and the negative academic outcomes


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