Abstract

The effect of the COVID-19 pandemic globally and the disruptions occasioned by it has far-reaching implications on societies in general and most especially the educational sector with governments across the globe ordering lockdowns including the closure of education institutions thereby necessitating alternative teaching and learning methods other than the usual face-to-face interaction to avoid a total collapse of the education sector. This study investigates Nigerian University lecturers’ perspective and response to virtual learning as an alternative to face-to-face teaching method during the pandemic. Relying on primary data source collected using questionnaires, a total number of 435 lecturers responded across both public and private universities and their responses analysed using SPSS. The study found that lecturers from private universities responded to virtual teaching than those from public universities; that the presence of infrastructural orientation influences virtual orientation; and that a negative relationship exists between the sociodemographic/occupational variables (gender, current position, years of experience) and virtual orientation of lecturers of Nigerian universities.

摘要

COVID-19 大流行在全球范围内的影响及其造成的破坏对整个社会，尤其是教育部门产生了深远的影响，全球各国政府都下令封锁，包括关闭教育机构，从而需要替代的教学和学习方法除了通常的面对面互动，以避免教育部门彻底崩溃。本研究调查了尼日利亚大学讲师在大流行期间对虚拟学习作为面对面教学方法的替代方法的看法和反应。依靠使用问卷收集的主要数据源，共有 435 名来自公立和私立大学的讲师做出回应，并使用 SPSS 分析了他们的回应。研究发现，私立大学的讲师对虚拟教学的反应要高于公立大学的讲师；基础设施方向的存在会影响虚拟方向；并且社会人口/职业变量（性别、当前职位、经验年限）与尼日利亚大学讲师的虚拟定位之间存在负相关。