Covid-19 And University Education: A Qualitative Study On Academic Experiences In A Faith-Based Institution In Nigeria

Abstract

Background: The Corona virus 2019 (COVID-19) outbreak spread rapidly with strenuous impact on teaching-learning delivery in all tiers of education globally. It resulted in a change from a face-to-face traditional teaching and learning system to virtual type, thus affecting teaching and assessment mode during the period. This study explored experiences of university administrators, teachers, students, and the software developers during transition to the virtual and hybrid mode.

Method: The study followed a qualitative, descriptive phenomenological approach. A constructivist paradigm was applied. In-depth interviews were conducted face to face and through telephone with 4 administrators, 5 lecturers, 5 students and 2 software developer of virtual teaching method in a faith-based university in Nigeria. A thematic method of data analysis was followed to analyse the audio recorded interviews.

Findings: The following themes emerged from the analysis: (1) Fear/anxiety and doubts of online teaching during the COVID-19 pandemic; (2) Self-efficacy among all stakeholders; (3) Availability and Accessibility of the resource – internet, software and power supply; (4) Assessment of the online teaching and students’ evaluation during the COVID-19 pandemic; (5) Funding of the online teaching; (6) Challenges of online teaching during the COVID-19 pandemic – students’ engagement, network issues, acceptability of online education by parents and students.

Conclusion and recommendations: The study's findings indicated that in spite of the emotional, physical, and financial challenges faced during the transition, Babcock University was able to adopt the hybrid teaching mode without significant abruption to the academic calendar because available technological facilities were immediately expanded and trainings conducted for seamless transition.