Email this article 
.png)
.png)
Building Resilience in Education for Academic Continuity During Disruption
Abstract
The traditional method of learning prevailed in the educational system up until the outbreak of the COVID-19 pandemic, which brought a turning point by digitalising learning. Education shifted from traditionally student-centred to digital learning. The transition made learning difficult and students did not cope easily with the new trend. This study investigated learners’ experience of the paradigm shift to digital learning under three stages: Anticipation, Coping, and Adaptation. Two hundred and ten (210) senior secondary school 2 students in the Eti-Osa Local Government Area of Lagos State were purposively selected. A 21-item online questionnaire with a 4-point Likert scale was used for data collection. The instrument was validated and the reliability was confirmed using Cronbach’s alpha (0.78). The data were analysed using descriptive statistics. From the results, the participants were able to identify the various challenges encountered during the transition and discover how institutions can be resilient during disruption.
Keywords
Full Text:
PDFReferences
Afolabi, F. (2020). Handling disrupted learning during COVID-19 pandemic: Learners’ experience in Nigeria. Social and Management Research Journal, 17(2), 33-–50. https://doi.org/10.24191/smrj.v17i2.10501
Bartuseviciene, I., Pazaver, A., & Kitada, M. (2021). Building a resilient university: Ensuring academic continuity -transition from face-to-face to online in the COVID-19 pandemic. WMU Journal of Maritime Affairs, 20, 151-–172. https://doi.org/10.1007/s13437-021-00239-x.
Bates, R. (2013). Institutional continuity and distance learning: A symbiotic relationship. Journal of Dist. Learn. Adm., 16, 1- –7. https://eric.ed.gov/7id/Ej1020110.
Beale, J. (2020). Academic Resilience and its Importance in Education after Covid-19. Eton Journal for Innovation and Research in Education, 4, 1-6
Bhaumik, R., & Priyadarshini, A. (2021). Pandemic experiences of distance education learners: Inherent resilience and implications. Asian Journal of Distance Education, 16(2), 18-–36.
Bond, M. (2020). Schools and emergency remote education during the COVID-19 Ppandemic: aA living rapid systematic review. Asian Journal of Distance Education, 15 (2), 191-–247. https://doi.org/10.5281/zenodo.4425683 .
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospect, 49, 91-–96. https://doi.org/10.1007/s11125-020-09464-3.
Devi, S., & Rashmi (2020). Psychological resilience and coping strategies during COVID-19 pandemic lockdown. Journal of Xi’an University of Architecture and Technology, 12(6), 2925-–2934.
Dohaney, J., Roiste, M., Salmon, R., & Sutherland, K. (2020). Benefits, barriers, and incentives for improved resilience to disruption in university teaching. International Journal of Disaster Risk Reduction, 50, 1-–9. https://doi.org/10.1016/j.ijdrr.2020.101691.
Duchek, S. (2020). Organizational resilience: a capability-based conceptualization. Business Research, 13(1), 215-246. https://doi.org/10.1007/s40685-019-0085-7
Esteban Jr., A. M., & Cruz, M. J. P., (2021). The digital divide in times of pandemic among teacher education students. Open Access Library Journal, 8, 1-–12. doi:10.4236/oalib.1107323. https://doi.org/10.4236/oalib.1107323.
Hamel, G., & Valikangas (2003). The quest for resilience. Harvard Business Review, 81(9), 52-–56. https://hbr.org/2003/09/the-quest-for-resilience.
Heath, S., & Shine, B. (2021). Teaching techniques to facilitate time management in remote and online teaching. Journal of Teaching and Learning with Technology, 10(1), 164-–171. https://doi.org/10.14434/jotlt.v10i1.31370.
Lin, B., & Hsieh, C. T. (2001). Web-based teaching and learner control: A research review. Computers and Education, 37(4), 377-–386. https://doi.org/10.1016/S0360-1315(01)00060-4.
Malandrino, A., & Sagaer, F. (2021). Can teachers’ discretion enhance the role of professionalism in times of crisis? A comparative policy analysis of distance teaching in Italy and Switzerland during the COVID-19 pandemic. Journal of Comparative Policy Analysis: Research and Practice, 23 (1), 74-–84. https://doi.org/10.1080/13876988.2020.1844544
Naidu,S. (2021). Building resilience in education systems post COVID-19. Distance Education,42(1),1-4. http://doi.org/10.1080/01587919.2021.1885092
Nazar, R., Chaudly, I. S., Ali, S., & Faheem, M. (2018). Role of quality education for sustainable development goals (SDGs). PEOPLE: International Journal of Social Sciences, 4(2), 486-–501. https://dx.doi.org/10.20319/pijss.2018.42.486501.
Ogel-Balabam, H. (2022). The relationship between university students’ attitudes toward online education and their stress during the COVID-19 pandemic. Turkish Online Journal of Distance Education-TOJDE, 23 (2), 45-–57. https://doi.org/10.17718/tojde.1095740
Prasetyo, A. R., Nurtjahjanti, H., & Ardhiani, L. N. (2021). Impact of changes in teaching methods during the COVID-19 Pandemic: The effect of integrative e-learning on readiness for change and interest in learning among Indonesian university students. International Review of Research in Open and Distributed Learning, 22(2), 87-–109. https://doi.org/10.19173/irrodl.v22i2.5143.
Raghunathan, S., Darshan Singh, A., & Sharma, B. (2022). Study of resilience in learning environments during the Covid-19 pandemic. Front. Educ., 6 (677625), 1-–9.
Rizvi, Y. S., & Naibi, A. (2021). Transformation of learning from real to virtual: an exploratory-descriptive analysis of issues and challenges. Journal of Research in Innovative Teaching and Learning, 14(1), 5-–17. https://doi.org/10.1108/JRIT-10-2020-0052.
UNESCO (2020). COVID-19 and higher education: Education and science as a vaccine for the pandemic. https://www.un.org/en/academic-impact/covid-19-and-higher-education-education-and-science-vaccine-pandemic
United Nations (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations.
Vogus, T. J., & Sutcliffe, K.M. (2007). Organizational resilience: Towards a theory and research agenda. IEEE International Conference on Systems, Man and Cybernetics, 3418-–3422.
DOI: https://doi.org/10.20961/ijpte.v7i1.62396
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Folashade Afolabi, Oluwafemi Abayomi Olajuyigbe
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
