CHAPTER FIFTY-FOUR EVALUATION OF VIRTUAL LESSONS DURING COVID-19 PANDEMIC LOCKDOWN: THE CREATIVE ARTS STUDENTS' EXPERIENCE
Abstract
The deadly COVID-19 pandemic brought horrendous experience upon the world and also affects the educational sectors. This study examined how the undergraduate students within the Department of Creative Arts, comprising students studying music, visual arts, and theatre arts, perceived, preferred, responded and utilized the LMS platforms to access their classes and the examination that took place months after receiving lectures. It is evident from the study that nearly 9 in 10 (86 per cent) of the students are running a full-time programme with more in the Theatre Arts and least in Music. Nearly 14 per cent of the students are running the ICE programme where the Music department leads. The 400 level students which account for 35 per cent tops over other levels while it follows by 200 and 300 levels which account for 24 per cent and 23 per cent respectively. The proportion of the final year students that participated in the study is nearly 1 in 10 of the entire respondents among these, the level account for 1 in 4 (25 per cent) in the Music Department. Few of the respondents were not technologically savvy despite the school's initial training. However, some of the respondents in this study expressed their disappointment at the low and sometimes internet interruption and disruptions that hindered them from benefiting immensely from the virtual class. This study concluded that infrastructural deficiencies in third world countries like Nigeria are crucial challenges in the maintenance of teaching, learning and research networks. Hence, the study recommends introducing information and computer technology classes included at all levels of the education system in Nigeria. Students should also get financial support from the government and stakeholders to enable them to have internet-enabled devices at a time like this.
Keywords: Covid-19 pandemic lockdown, creative arts students' experience, technology, Online visual classes, learning management system's evaluation.
Full Text:
PDFReferences
Dandy G.D. (2021). Determinants of Learning Management System Adoption in An Era of
COVID-19: Evidence from a Ghanaian University. European Journal of Education and Pedagogy. www.edu.org.
Danner, R. B. &Pessu, C. O. (2013). A survey of ICT competencies among students in teacher
preparation programmes at the University of Benin, Benin City, Nigeria. Journal of Information Technology Education Research, 12(1), 33-49.
Davis, F. D. (1989), "Perceived usefulness, perceived ease of use, and user acceptance of information technology", MIS Quarterly, 13 (3): 319–340, doi:10.2307/249008,
JSTOR 249008
Dobre.I. (2015). Learning management systems for a higher education-an overview of available options for Higher Education Organizations. Procedia-social and behavioural sciences, 180, 313-320.
Horn, M. B., &Staker, H. (2014). Blended: Using disruptive innovation to improve schools.
San Francisco: Jossey-Bass.
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online
learning: Scale development and student perceptions. Computers and Education,
5 ( 3 ) , 1 0 8 0 – 1 0 9 0 . R e t r i e v e d A p r i l 8 , 2 0 2 0 , f r o m h t t p s : / / d o i . org/10.1016/j.compedu.2010.05.004
Moore, R., Vitale, D. &Stawinoga, N. (2018). The digital divide and educational equity: A look at students with very limited access to electronic devices at home. ACT Research & C e n t e r f o r E q u i t y i n L e a r n i n g . A v a i l a b l e :
https://files.eric.ed.gov/fulltext/ED593163.pdf.
Ndemo, B. (2020). COVID-19 changes and the end of teaching as we know it”,Available:https://www.msn.com/en-za/news/other/covid-19-changes-and-the-end-of-teaching-as-we-know-it/ar-BB12GowC.
Nlebem, A. (2020, March 19). FG orders closure of all schools in Nigeria as coronavirus spreads. Business Day.https://businessday.ng/coronavirus/article/fg-orders-closure-of-all-schools-in-nigeria-as- coronavirus-spreads/
Nweke, F.E. (2021). An evaluation of Nigerian Choristers' Leverage on Technology in the Face Of Covid-19 Pandemic. https://psyarxiv.com/67zuk/
Obiakor, T., &Adeniran, A. (2020). COVID-19: Risk-control measures threaten to deepen Nigeria's education crisis. Centre for the Study of Economies of Africa (CSEA). http://cseaafrica.org/covid-19-risk-control- measures-threatens-to-deepen-Nigeria's-education- crisis/United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020a, May 19). COVID-19 educational disruption and response. Retrieved June 01, 2020, from https://en.unesco.org/COVID-19/ education response https://en.unesco.org/covid19/educationresponse/nationalresponses
Sejzi, A. A. &Arisa, B. (2013). Learning management system (LMS) and Learning content management system (LCMS) at Virtual University.2nd International Seminar on Quality and Affordable Education(ISQAE), Johor Goya, S. (2012). E-Learning: Future of education. Journal of Education and learning, 6(4), 239-242.
Sharma, A. &Vatta, S. (2013). Role of learning management systems in education. International Journal of Advanced Research in Computer Science and Software Engineering, 3(6), 997-1002.
Syed, A. M., Ahmad, S., Alaraifi, A. & Rafi, W. (2020). Identification of operational risks impeding the implementation of eLearning in higher education system. Education and Information Technologies, 1-17.
Szabó, R. (2019). From the digital coalface: Building a range of blended English-language communicative competence courses in partnership with corporate learning and development stakeholders. Horizon Journal of Humanities and Social Sciences, 1(1), 1 9 - 2 2 . R e t r i e v e d M a y 1 8 , 2 0 2 0 , f r o m https://doi.org/10.37534/bp.jhssr.2019.v1.n1.id1008.p19
The AME Group (n.d.). The Top 6 technology innovations for education. Retrieved April 11, 2020, from https://www.the amegroup.com/top-6-technology-innovations-education/
Venkatesh, Viswanath; Morris, Michael G.; Davis, Gordon B.; Davis, Fred D. (2003).User acceptance of information technology: Toward a unified view". MIS Quarterly. 27
(3): 425–478. doi:10.2307/30036540. JSTOR 30036540
Refbacks
- There are currently no refbacks.