Browsing by Author "Opateye, Johnson"

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    Developing a Research Agenda for Resilient Systems and Innovative Practices in ODeL: Findings from a National Study
    (2022-09) Ofulue, Christine; Opateye, Johnson; Awolumate, Samuel; Olakulehin, Felix Kayode; Adesina, Adewale; Ugoala, Bibian; Yabo, A'Rmiyau; Oluyide, Oluwaseun Philip; Ojedeji, Solomn
    PCF10 Sub-theme: Building Resilience // The Covid-19 pandemic brought to light huge gaps in education systems globally. Many African countries were unable to respond quickly to the impact of the pandemic. Additionally, in Nigeria, insurgency and insecurity are daily realities that have equally disrupted schools, forcing them to shut down. As a result, many institutions adopted emergency, remote teaching and learning approaches, recognising the potential of open, distance and eLearning (ODeL) to mitigate the disruptions and therefore contribute to building resilience. However, many of these interventions lack appropriate ODeL design and pedagogical features. A Tertiary Education Trust Fund (TETFund), National Research Fund (NRF)-sponsored project titled "Setting an Agenda for Research into Open, Distance, and eLearning in the Global South: Nigeria as a Case Study" set out to identify gaps, priority areas, and research trends to inform ODeL policy, and guide practice in the context of the various challenges. The project harnesses the value of research relating to policy, pedagogy, and practice in ODeL. The main objective of this paper is to investigate key areas of ODeL that should receive greater attention in research and thereby offer insights on the possible implications for building resilient educational systems and promoting innovative practices. A two-phased, mixed-method data collection process was implemented with quantitative data obtained through a preliminary online survey of 382 ODeL practitioners from higher education institutions in Nigeria. Qualitative data was obtained through a follow-up interview with a purposively selected group of 26 ODeL experts. The study reveals a commonality of views among the expert group about the key areas for research such as learner support, ICT, and instructional delivery. The opinions of the sample expert group confirmed the responses of the general population. The study also reveals emerging categories of previously unclassified research priority areas that are common to the African context. Research into these key areas can contribute significantly to building resilient education systems and promoting innovative practices. // Paper ID 4693
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    Open Access
    Developing a Research Agenda for Resilient Systems and Innovative Practices in ODeL: Findings from a National Study
    (2024-07-21) Ofulue, Christine; Opateye, Johnson; Awolumate, Samuel; Olakulehin, Felix Kayode; Adesina, Adewale; Yabo, Armiya’u M.; Ugoala, Bibian; Oluyide, Oluwaseun; Ojedeji, Solomon; Panda, Santosh
    The Covid-19 pandemic exposed significant weaknesses in education systems globally, with many African countries, including Nigeria, struggling to respond swiftly to its impact. In Nigeria, the challenge was compounded by ongoing insurgency and insecurity, leading to extended school closures. To mitigate these disruptions, educational institutions adopted emergency remote teaching and learning methods, indirectly highlighting the potential of open, distance, and eLearning (ODeL). However, these initiatives often lacked proper ODeL design and pedagogical components. In response to these issues, a National Research Fund project, sponsored by the Tertiary Education Trust Fund (TETFund) titled "Setting an Agenda for Research into Open, Distance, and eLearning in the Global South: Nigeria as a Case Study" was initiated. The project aimed to identify gaps, high-priority areas, and research trends in ODeL to inform policy and guide practices amidst numerous challenges. This study aimed to investigate priority areas within ODeL that deserve more research attention and to offer insights into how this research could contribute to more resilient educational systems and promote innovative practices. The study employed a mixed-method approach, starting with an online survey of randomly selected 382 ODeL practitioners from Nigerian higher education institutions, followed by in-depth interviews with 26 purposefully selected ODeL experts. The findings revealed a consensus on key research areas, including learner support, technology, and instructional delivery. The study identified emerging research priorities specific to the African context. Addressing these key areas could significantly contribute to developing resilient education systems and promoting innovative educational practices in Nigeria and beyond.
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    Using Proctoring Online Examination System for Building Resilient Assessment Administration: The National Open University of Nigeria Students’ Readiness
    (2022-09) Opateye, Johnson
    PCF10 Sub-theme: Building Resilience // The mode of assessment administration is fast changing for students of higher institutions all over the world. The current occurrences of COVID-19 pandemic which forbids clustering of people in one place and also observing the protocol of social distancing negates the traditional administration of examination where all students are seated to in the examination . There is therefore the need to build a formidable strategies through which assessment are conducted to students in technology-driven era using online proctoring system. Learners need to be ready to take the advantage of proctoring systems to maximize the flexibilities it affords to build resilient assessment administration. A cross-sectional survey was carried out on five hundred and twenty six (526) National Open University of Nigeria (NOUN) students from six geopolitical zones in Nigeria and across four faculties and one academic Centre of Excellence. Five research questions were answered. An online survey questionnaire which was validated by experts and with a reliability coefficient of 0.86 using Cronbach Alpha was used to collect data for the study. Descriptive, t-test and analysis of variance. Scheffe post hoc was used to ascertain the direction of significance between paired variable categories. It was discovered that NOUN students agreed that proctoring examination system was a means of building resilient assessment administration in institutions of higher learning. Male NOUN students considered using proctoring online examination system as a means of building resilient assessment administration better than the female students. Also, students that are highly ready for proctoring online examination system had the highest opinion that the system could help to build resilience in assessment administration. Relevant recommendations were made for using proctoring examination system to build resilience. // Paper ID 9382