Perception of Nigerians on Integrating Distance E-Learning into the Nigerian Education Curriculum

COVID-19 In Nigeria, a pandemic forces the closure of schools in order to curb and contain the outbreak. However, this has led in the entire cessation of formal education, affecting mostly instructors, students, and parents. The study’s goal was to find out how Nigerians felt about incorporating remote e-learning into the Nigerian education curriculum. In Nigeria, distance e-learning, an alternate learning approach used in many nations to supplement formal education, is suffering. The importance of remote e-learning and its favourable impact on learners’ academic accomplishments, especially at a higher level of education, cannot be emphasised. Nigeria has experience with remote e-learning, as evidenced by the academic programmes offered by the National Open University of Nigeria (both undergraduate and postgraduate). Nigerians are prepared to adapt this learning approach as a feasible option in the event of a national disaster. Accepting the learning approach, however, raises a number of concerns. These include certificate recognition as well as access to the necessary infrastructure, such as computers, printers, scanners, and the internet. The country will build on the achievements of Nigeria’s National Open University in integrating distance e-learning into the national curriculum. Policymakers, particularly in the education sector, must create the necessary enabling environment (policies and infrastructures) for distance e-learning to be integrated into the Nigerian educational curriculum. To encourage proper participation of stakeholders, the motivation and reward system must be institutionalised at all levels. This chapter provides new insights for policymakers to guarantee that remote e-learning is successfully adapted and integrated into the Nigerian curriculum.

Author(S) Details

Zubaida Hassan
Department of Microbiology, School of Life Sciences, Modibbo Adama University, Yola, Nigeria.

Aisha Shitu Sai’d
Department of Microbiology, School of Life Sciences, Modibbo Adama University, Yola, Nigeria.

Adamu Mohammed Hassan
Department of Economics, School of Art and Social Sciences, Federal College of Education, Yola, Nigeria.

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