Abstract
This study was on problems undergraduate students face in online teaching in Benin City. Three objectives were raised which included: to find out the effect of time management of undergraduate student on online teaching in Benin City, to find out the effect of strong internet connection of undergraduate student on online teaching Benin city and to find out the effect of compatibility of undergraduate student on online teaching in Benin City. The total population for the study is 75 selected undergraduate students in University of Benin. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Chapter one
Introduction
1.1Background of the study
Learning refers to the systematic acquisition of new preferences, attitudes, values, skills, behavior, knowledge, and understanding in schools and universities. For a long period, approaches such as research, assignments, videos, storytelling, training, and discussion have been used to help learners acquire knowledge and values (Altun, 2017). The learning, or education, might be achieved through self-study where an individual learns everything by themselves or with little guidance, or they could attend classes-which could be virtual or face-to-face. However, universities and colleges have adopted virtual learning, more so those who are working and learning at the same time. The choice of a learning style is all dependent on the academic environment, the capacity of student’s learning, and their level (Pham et al., 2019).
The Internet has evolved from being almost non-existent in the last 20 years into the largest, most open knowledge database ever developed. The way individuals has changed. Online schooling is transforming the face of traditional classrooms and making education more available than ever before, something more than just a modern take on distance learning. Online education is a type of education where students use the internet to use their home computers (S.Venkataraman, 2018). In the past decade, online graduations and courses have become popular for many non traditional students, including all those who want to continue working full time. Online graduation and course programmes, some of which are implemented using digital technology, are also given via the host institutions’ online learning portal. Computer-based training, web-based training, internet-based training, online training, e-learning (electronic learning), m-learning (mobile learning), distance based computer-aided education – online education goes by many names and comes in a number of forms. In general, Online education is digitally supported learning that relies on the Internet to interact with teachers/students and to execute Teaching and Learning.”
A course taught over the Internet is an online class. They are normally carried out through a system of learning management in which students can view their course syllabus and academic progress, as well as engage with fellow students and their teacher of the course. In general, online courses are self-paced, providing greater (S.Venkataraman, 2018)
Several technological tools and materials have been used in online courses in order to activate learning and instructional processes, including synchronous and asynchronous communication tools, such as Zoom, Microsoft Teams, Moodle, Blackboard, and Google Classrooms. The selection of the technological tools to be used was based on their convenience for the instructors or administrators and/or the availability of the tools. This quick and necessary transition forced schools to use the available tools to produce online learning resources and environments for different academic disciplines (Kaur, 2020). As a result, learning and teaching processes have faced several challenges during this pandemic (Crawford et al., 2020).
Educational institutions must persist in addressing several short-term online learning issues and challenges, such as those regarding pedagogical practice and long-term effects, such as budget cuts, the failure to meet students’ basic needs, and mental health issues (Ajlouni & Almahaireh, 2020; Araújo et al., 2020; Yang et al., 2020). In contrast, Rajab et al. (2020) stated that other critics have expected a constructive (positive) influence of this pandemic. They predicted that it would lead to wider online- and technology-based educational acceptance. The practices of online learning can significantly encourage educational equity through offering flexibility in terms of the learning place and time; enhancing administrative, communicative, and educational qualities; and supporting learning using limited resources and infrastructure (Isaac et al., 2019).
Novikov (2020) indicated that the speed of adaptation to online learning is specified by students’ learning abilities in addition to different psychological and technological factors. The efficiency of online learning varies between educational institutions around the world. It will be more efficient in digitally advanced countries and less efficient in rural, marginalized communities and in countries that are used to handling academic and administrative activities with a more face-toface approach (Basilaia & Kvavadze, 2020; Salam et al., 2017; Wains & Mahmood, 2008).
Statement of the problem
There is a race of technology going on in the world. Underdeveloped and developing countries are switching over to information technology in different fields. In the wake of COVID-19 lockdowns, educational institutions worldwide have switched over to online classes. This changing scenario requires shifting to new settings that pose a challenge to education. As a solution to this crisis many educators are now promoting online education (UNESCO, 2020). It is compulsory to accept that online education. In the past decades, large universities have steadily become online and distribute their programs in face-to-face contact. The world’s top universities, Cambridge, Tsinghua, Oxford, Peking University, Yale, Harvard, MIT are moving towards online learning (Picciano, 2017) . According to (Filius et al., 2019) staying fully online needs substantial preparation and investment within all sectors. Therefore, if the institutions of higher education do not take learners and teachers through online practice, and they may not have adequate facilities to record the instructor on university grounds and at home the teacher may be used and the task done must be submitted from the student access, then the online learning system must be provided (Deming, Goldin, Katz, & Yuchtman, 2015). So, before the institutions adopt to apply online system to teach, they must thoroughly assess the problems such as uploading power point slides on the university LMS account for learners to read online (Filius et al., 2019). Based on this background the study wants to investigate problems undergraduate students face in online teaching in Benin City
Objective of the study
The main objective of the study is to assess the problems undergraduate students face in online teaching in Benin City. The specific objectives are;
- to find out the effect of time management of undergraduate student on online teaching in Benin City
- to find out the effect of strong internet connection of undergraduate student on online teaching Benin city
- to find out the effect of compatibility of undergraduate student on online teaching in Benin City
Research Question
The following research questions are formulated;
- What is the effect of time management of undergraduate student on online teaching in Benin City?
- What is the effect of strong internet connection of undergraduate student on online teaching Benin City?
- What is the effect of compatibility of undergraduate student on online teaching in Benin City?
Research Hypotheses
The following research hypotheses are formulated;
H1: there is no effect of time management of undergraduate student on online teaching in Benin City
H2: there is no effect of strong internet connection of undergraduate student on online teaching Benin City
H3: there is no effect of compatibility of undergraduate student on online teaching in Benin City
Significance of the study
The study will be beneficial to students, teachers, ministry of education and the policy makers. The study will give a clear insight on the problems undergraduate students face in online teaching. The study will highlight the problems faces by students and the solution to them. The study will also serve as a reference to other researchers that will embark on the related topic
Scope of the study
The scope of the study covers problems undergraduate students face in online teaching. The study will be limited to undergraduate students in university of Benin
Limitation of the study
Limitations/constraints are inevitable in carrying out a research work of this nature. However, in the course of this research, the following constraints were encountered thus:
- Non-availability of enough resources (finance): A work of this nature is very tasking financially, money had to be spent at various stages of the research such resources which may aid proper carrying out of the study were not adequately available.
- Time factor:Â The time used in carrying out the research work is relatively not enough to bring the best information out of it. However, I hope that the little that is contained in this study will go a long way in solving many greater problems.
This material content is developed to serve as a GUIDE for students to conduct academic research
PROBLEMS UNDERGRADUATE STUDENTS FACE IN ONLINE TEACHING IN BENIN CITY
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