UNIVERSITY LECTURERS’ PERCEPTION OF THE ESSENTIAL SKILLS AND TASKS FOR SUCCESSFUL ONLINE TEACHING IN THE POST-COVID-19 ERA
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Date
2022-03
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, Kwara State University, Malete
Abstract
The Covid-19 pandemic has altered the future of teaching and learning whether it is accepted or
not. It has changed the nature of face-to-face teaching and enabled the rapid growth of blended
and online teaching and learning. This study examined university lecturers’ perception of the
essential skills and tasks for successful online teaching in the post-covid-19 era. Two research
questions were raised and one hypothesis was tested in the study. The study used a descriptive
survey design. The population of the study comprised all the lecturers in universities in Northwest,
Nigeria.
A
sample
of
214
lecturers
was
selected.
A
structured
questionnaire
tagged
Skills
and
Tasks for Online Teaching Questionnaire (STOTQ) designed by the researcher and duly
validated with a Cronbach reliability coefficient of 0.85 was used to gather data for the study.
Two hundred and fourteen copies of the questionnaire were administered and were retrieved and
used for the study. The data collected to answer the research question were analysed using mean
and standard deviation. One-way Multivariate Analysis of Variance (MANOVA) was used to test
the hypothesis at the 0.05 level of significance. The study found that interaction, management,
technology content, organization/instruction design, and pedagogical skills are highly needed for
successful online teaching in the post-covid-19 era, there was no significant difference between
the responses of male and female lecturers on the essential skills and tasks needed for successful
online teaching in the post-Covid-19 era F (1, 212) = 1.53, P> 0.05; Wilk's Λ = 0.886, η
= 0.04.
Based on the findings, it was concluded that interaction, management, technology, content,
organisation/instructional design, and pedagogical skills and the tasks identified are essential for
successful online teaching in the post-covid-19 era. Based on the findings of the study, the
following is recommended; lecturers should use these identified skills to self-evaluate their ability
to teach in an online environment and identify their training needs; as the work of academics
moves from face-to-face mode to blended and online modes, especially because of covid-19,
lecturers should critically question their practices and discuss with their peers for the adoption of
new pedagogical practices for the new teaching spaces.