Browsing by Author "Omori, Anne"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Open Access
    Innovation Tools and Practices for Fostering Educational Resilience Development in Higher Institutions in Cross River State, Nigeria
    (2022-09) Okon, Abigail; Omori, Anne
    PCF10 Sub-theme: Building Resilience // The study examined the innovation tools and practices for fostering innovations for educational resilience in higher institutions in Nigeria. Taking University of Calabar as a case study, we examine innovation tools such as Information Communication Technology (ICT) and Learning Management Systems (LMSs) while the practices include collaborative learning, problem-based learning and activity-based learning. This study becomes imperative considering the changing world of the tertiary education students and its implications for promotion of teaching university students and lecturers. A total of 230 students and 120 lecturers were selected through stratified random sampling technique while five departments were purposively drawn from the university. Data were collected using questionnaire and check-list documents while contingency chi-squared and simple percentages were deplored in analyzing the obtained data. The results revealed that information communication technology and learning management system are veritable innovation tools in fostering resilience in educational development. Also, collaborative learning, problem-based learning and activity-based learning are all contributing practices that provide high level of knowledge and skills’ acquisition which enable individual to face our challenging world. // Paper ID 0348
  • Thumbnail Image
    Item
    Open Access
    Mandatory Continuing Professional Development Model: A Pathway of Promoting Lifelong Job Interest among Academic Faculty Members in Higher Education in Nigeria
    (2022-09) Omori, Anne; Okon, Abigail Edem
    PCF 10 Sub-theme: Fostering Lifelong Learning // Higher institutions are compelled to remain competitive in the rapidly changing world of the current century. This entails promotion of lifelong learning. Using universities in Nigeria for example, we take a crucial look at how mandatory continuing professional development model could promote lifelong job interest among academic faculty members. To effectuate the main objective of the study, three research questions were raised and the correspondence hypotheses were formulated to direct the study. Survey research design was employed. The study population comprised all university academic faculty members purposively selected from faculties in university of Calabar, Nigeria. These faculties were stratified along departments and study levels. A total of 110 respondents were selected via simple random sampling technique. Participants were 42 female university teachers and 68 male. Mandatory Continuing Professional Development Questionnaire (r=0.76) and Lifelong Job Interest Rating (r=0.76) scale were used as instruments for data collection. Data collected were analysed utilizing descriptive statistics and multiple regressions at 0.05 level of significance. Results of the study showed a significant relationship between mandatory continuing professional development model and academic faculty members’ lifelong job interest. In this regard, the study concluded that mandatory continuing professional development model is a key factor in promoting lifelong job interest in higher education and regular updating, re-skilling and re-tooling of teachers is desirable. // Paper ID 3191