COVID-19 Pandemisi Sırasında Öğretim Görevlilerinin Çevrim İçi Öğrenmeye Yönelik Algıları

Özet

The COVID-19 pandemic, caused by the SARS-CoV-2 virus, has resulted in over 7 million deaths and more than 776 million confirmed cases globally. The severity and rapid transmission of the virus prompted widespread lockdowns, including the closure of educational institutions. In response to this disruption, online learning became the primary mode of instruction across many universities. This study investigates lecturers’ perspectives of online learning during the COVID-19 pandemic at Kebbi State University of Science and Technology (KSUSTA).

A descriptive survey design was adopted to explore the phenomenon, while a quantitative approach was used to provide statistical insight into the relationship between independent and dependent variables. The study population consisted of 192 respondents selected from eight departments. The sample size was determined using both purposive and random sampling methods to ensure representativeness. Data were collected using a structured questionnaire developed in alignment with the study objectives. The instrument was divided into three sections and designed on a four-point Likert scale. It was administered to 50 respondents across five departments.

The Content Validity Index (CVI) of the instrument was calculated at 0.9, confirming its validity. Reliability was assessed using Pearson’s Moment Correlation. Data analysis involved the use of mean scores and frequency distributions. The findings revealed an average mean score of 3.21 for the first research question, indicating a generally positive perception of online learning. The second question recorded a mean score of 3.14, reflecting significant challenges in delivering online education effectively. The third question yielded a mean score of 2.96, indicating that while lecturers’ roles were recognized as critical, they require further enhancement for a fully effective online learning experience.

The study concludes that improving digital competence, strengthening infrastructure, supporting diversity, enhancing interaction, and monitoring emerging challenges are essential for sustaining effective online learning at KSUSTA during and beyond the pandemic.