Resilience in Teaching and Learning for Academic Continuity During Disruption for Sustainable Development

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Date
2022-09
Authors
Afolabi, Folashade
Olajuyigbe, Olufemi
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Commonwealth of Learning (COL)
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PCF10 Sub-theme: Building Resilience // As COVID-19 pandemic struck the education system in Nigeria, the resilience of the system was put to test. This called for a rethink and need to re-engineer approaches to instruction and learning. The system went through transformation and revealed new experiences for educators and learners as learning moved from the conventional mode to online learning by making use of different technology platforms to provide solution to the unprecedented closure. During this period, inequalities exist in assessing learning among the marginalized populations making learning to be more challenging and running the risk of many learners falling behind during the pandemic. More so, teachers had to adapt to teaching with new pedagogies which were new to them and/or had not been trained to use. As education is the driver of development, disruption in education will affect every facet of society therefore, hampering sustainable development. To this end, the study will investigate learners’ experience of transition from face-to-face to online learning under three stages: Anticipation stage, coping stage and Adaptation stage (Duchek’s model), and how learners experience from transition can be used to maintain academic continuity in the face of disruption and build resilience to achieve sustainable quality education. To this effect, two hundred and ten (210) students were selected through purposive sampling technique. A 21- item an online questionnaire with 4-point Likert scale was used for data collection, validated and the reliability was confirmed using Cronbach Alpa (0.78). Data were analysed using descriptive statistics. From the results, participants were able to identify various challenges and of the transition. Overall, it was suggested that despite building resilience through different online learning strategies, schools should not jettison face-to-face teaching and learning. A resilience model should be used to foster and reduce the impact of disruption on teaching and learning to achieve sustainable development. // Paper ID 9008
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Resilience, Academic Continuity, Sustainable Development
Country
Nigeria
Region
Africa
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