Search

This study explores the extent digital literacy is used in enhancing learners participation in the use of libraries in Rivers State, Nigeria. The study was guided by two research questions. The descriptive survey design was adopted for the study. The sample of 380 registered learners was drawn from a population of 3800 adult and vocational education centres using multi stage sampling procedure. Data collecting instrument was the researchers developed questionnaire that was face validated by three experts. The reliability coefficient value of 0.75 was obtained using the Cronbach Alpha Statistical tool. Data were analysed using the mean and standard deviation. Findings showed that the digital competence level of learners for enhancing the use of libraries was high. In spite of the high digital competence, its usage in learners participation in the use of libraries was low. Based on these findings, it was recommended that learners be exposed to modern technologies to accelerate their participation in the use of libraries. [ABSTRACT FROM AUTHOR]

With the socio-educational challenges posed by COVID-19, teaching-learning is gradually moving from face-to-face to digital and online distance learning across the world. This makes it generally challenging to meet the needs of all learners in the context of inclusive education. Increasing evidence tends to show that for effective inclusive learning, the hybrid blended approaches to learning should be differentiated. Further still is the fact that school libraries need to be upgraded with resources that meet the needs of diverse learners, and speak to the present hybridization in pedagogy and learning. A major impairing problem is the documented lack of expertise on the part of the teachers to facilitate online-based learning, which has exacerbated the challenges they face in differentiating learning for all learners in inclusive settings. Hence, a post-COVID-19 classroom is characterized by an increased need for the teachers to integrate approaches and tools for differentiated instruction in the context of a blended learning environment in order to carry all learners along, calling for a digitalized school library. This paper presents context-based perspectives on differentiating blended learning to meet the needs of all learners and advocates for upgraded libraries that will meet up with the current Education needs in the post-COVID education era in Nigeria. We discussed the need for differentiating instruction in post-COVID classrooms; trends of blended instruction in Nigeria; differentiating blended instruction for all learners; attending to learners with disabilities, inclusion, and equity in Nigerian schools, and the need for upgrading the school libraries. Further, recommendations and suggestions for future research were also made. It is expected that this paper will add to the growing knowledge on blended and digital learning and responses through library resources; add to teachers' expertise for effective teaching in a complicated post-COVID classroom using the available library tools, and speak to the long-trend of inclusive education challenges in Nigerian schools. [ABSTRACT FROM AUTHOR]

The coronavirus disease (COVID-19) epidemic has wreaked havoc across the globe. In the realm of education, this pandemic has resulted in the widespread suspension of face-to-face operations at educational institutions in over 190 countries in order to limit the virus's spread and reduce its effects. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), more than 1.2 billion students at all levels of education have quit attending face-toface lectures by mid-May 2020. More than 1.5 billion students and learners have been affected by school and university closures caused by the COVID-19 pandemic. Therefore, different tools and techniques for online learning which can ensure the continuity of learning are highlighted. Some emerging approaches by the Ministry of Education across the country for online learning platforms are presented. It consists of all country-wise online learning platforms under UNESCO. The descriptive research method was used in the study and data was collected from different countries by visiting UNESCO websites. The results indicate that the global financial situation has boosted educational innovation. The study has seen innovative methods for guaranteeing education and training continuity, from radio and television to take-home packages. The significant learning experience of students, as well as governments' and other relevant stakeholders' long-term responsibilities to learners, and students' reactions to online education depend on their competency with online tools. [ABSTRACT FROM AUTHOR]

Education is among the sectors with devastating impact of COVID-19 pandemic. Before the pandemic, the Nigerian education system has adopted purely, face-to-face approached to teaching and learning in primary and secondary schools. Primary and secondary school learners were not allowed to own any digital gadget such as phone or computer, neither were they allowed to be seen with such in the schools. With the emergence of the lockdown condition and school closure, following the COVID-19 pandemic, both teachers and learners were helpless about how to continue learning in the face of the pandemic. This study investigated the challenges posed by, and the impacts of COVID-19 on Education in Nigeria. A sequential exploratory mixed method design was adopted for the study. Results showed that the challenges of education during the COVID-19 pandemic include school closure, poor learning, unequal access to education opportunities and poor skills. Further, the pandemic negatively impacts education, causing poor school enrollment, inequality in education, poor achievement, poor school health and challenges in school assessment and transition. It was concluded that COVID-19 has negatively affected education in Nigeria. Implications for practice policy and practice of electronic learning (e-learning) were discussed. [ABSTRACT FROM AUTHOR]

Emergence of electronic books (ebook) changed the position of printed books in the learning space. This study examines the perceptions and preferences of hospitality and tourism educators and learners. Similarities and dissimilarities in the preference, perception and its link with gender, and scope of the degree course what the respondents teach and learn are analyzed. Data was collected from both students and teachers of hospitality, tourism and culinary degree program at a private university located in Karnataka, India. A structure questionnaire was used to collect the data from the respondents. The result of the study shows that printed books are preferred mostly for their easy usage and reading. Both student and teachers of hospitality and tourism feel pleasure in reading printed books. However both hospitality and tourism educators have more intention to use the e-books in the future. The findings obtained will help the educational service providers, publishers and librarians in their decisions related to investment and management of library resource very effectively which facilitate teaching and learning process. [ABSTRACT FROM AUTHOR]