Change management : experiences of private TVET college educators regarding virtual learning during Covid-19
- Aina, Adebunmi Yetunde, Ogegbo, Ayodele
- Authors: Aina, Adebunmi Yetunde , Ogegbo, Ayodele
- Date: 2020
- Subjects: Change management , Educator , Traditional classroom
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/481542 , uj:43636 , Citation: Aina, A.Y. & Ogegbo, A. 2020. Change management : experiences of private TVET college educators regarding virtual learning during Covid-19.
- Description: Abstract: This study explored the experiences of private TVET college educators regarding virtual learning during the Covi-19 school lockdown. The Kanter theory of change is adopted as the theoretical base in this study. Data collection was done through face-to-face semi structured interviews and non-participant observation. Collected data was analyzed using content analysis. Findings reveal that though participants have positive attitude toward the process of change required in transitioning from traditional environment to virtual environment, majority of them did not receive substantive training on how to use technology to support virtual teaching. However, educators indicated that the change process comes with several challenges such as technical problems, ineffective communication from management, workload, inadequate training, lack of access to ICT tools and lack of other structural support within the college which impacts their effective implementation of virtual teaching. Thus, teachers should be adequately prepared, supported and empowered to cope with the changes and transition processes involved to continue teaching in a virtual environment. More so, TVET college managers and policy makers should priorities change management programmes designed to prepare teachers for the inevitability of technological change in education.
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- Authors: Aina, Adebunmi Yetunde , Ogegbo, Ayodele
- Date: 2020
- Subjects: Change management , Educator , Traditional classroom
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/481542 , uj:43636 , Citation: Aina, A.Y. & Ogegbo, A. 2020. Change management : experiences of private TVET college educators regarding virtual learning during Covid-19.
- Description: Abstract: This study explored the experiences of private TVET college educators regarding virtual learning during the Covi-19 school lockdown. The Kanter theory of change is adopted as the theoretical base in this study. Data collection was done through face-to-face semi structured interviews and non-participant observation. Collected data was analyzed using content analysis. Findings reveal that though participants have positive attitude toward the process of change required in transitioning from traditional environment to virtual environment, majority of them did not receive substantive training on how to use technology to support virtual teaching. However, educators indicated that the change process comes with several challenges such as technical problems, ineffective communication from management, workload, inadequate training, lack of access to ICT tools and lack of other structural support within the college which impacts their effective implementation of virtual teaching. Thus, teachers should be adequately prepared, supported and empowered to cope with the changes and transition processes involved to continue teaching in a virtual environment. More so, TVET college managers and policy makers should priorities change management programmes designed to prepare teachers for the inevitability of technological change in education.
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Early year teachers’ understanding and implementation of science process skills
- Ogegbo, Ayodele, Ramnarain, Umesh
- Authors: Ogegbo, Ayodele , Ramnarain, Umesh
- Date: 2020
- Subjects: Early childhood education , Early year teachers , Early years science
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/453999 , uj:40131 , Citation: Ogegbo, A. & Ramnarain, U. 2020. Early year teachers’ understanding and implementation of science process skills.
- Description: Abstract: The quality of South African learners’ performance in science and mathematics continues to remain poor as reflected in National and International assessments. However, it is believed that learners’ poor performance in these subjects could be attributed to their weak and/or disproportional exposure to science instructions during early childhood development. The research objective of this study was to explore teachers’ understanding and implementation of science process skills (SPS) in the early years. Accordingly, data were collected using a qualitative research design of one on one interviews and lesson observations with eight Grade R teachers that were purposively and conveniently selected. The result showed that though participants believe it is important to start teaching science to children in the early years, most of them don’t have an adequate understanding of the science concepts in the Grade R syllabus. Though teachers engaged learners in activities that allowed them to observe, describe, measure, classify, predict and communicate ideas during the observed lessons, most of the teachers were unable to describe SPS. However, six of the teachers attributed their ability to demonstrate the process activities to years of experience and indicated that the teaching qualification they have did not accurately prepare them to teach science in the early years. Besides, teachers expressed a low level of confidence and competency in planning and demonstrating science activities in the early year classrooms.
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- Authors: Ogegbo, Ayodele , Ramnarain, Umesh
- Date: 2020
- Subjects: Early childhood education , Early year teachers , Early years science
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/453999 , uj:40131 , Citation: Ogegbo, A. & Ramnarain, U. 2020. Early year teachers’ understanding and implementation of science process skills.
- Description: Abstract: The quality of South African learners’ performance in science and mathematics continues to remain poor as reflected in National and International assessments. However, it is believed that learners’ poor performance in these subjects could be attributed to their weak and/or disproportional exposure to science instructions during early childhood development. The research objective of this study was to explore teachers’ understanding and implementation of science process skills (SPS) in the early years. Accordingly, data were collected using a qualitative research design of one on one interviews and lesson observations with eight Grade R teachers that were purposively and conveniently selected. The result showed that though participants believe it is important to start teaching science to children in the early years, most of them don’t have an adequate understanding of the science concepts in the Grade R syllabus. Though teachers engaged learners in activities that allowed them to observe, describe, measure, classify, predict and communicate ideas during the observed lessons, most of the teachers were unable to describe SPS. However, six of the teachers attributed their ability to demonstrate the process activities to years of experience and indicated that the teaching qualification they have did not accurately prepare them to teach science in the early years. Besides, teachers expressed a low level of confidence and competency in planning and demonstrating science activities in the early year classrooms.
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Students experiences on the use of google classroom : case study of a university in Rwanda
- Ogegbo, Ayodele, Adegoke, Oyebimpe
- Authors: Ogegbo, Ayodele , Adegoke, Oyebimpe
- Date: 2020
- Subjects: Google classroom , Online learning , Rwandan University
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/481534 , uj:43635 , Citation: Ogegbo, A. & Adegoke, O. 2020. Students experiences on the use of google classroom : case study of a university in Rwanda.
- Description: Abstract: Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.
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- Authors: Ogegbo, Ayodele , Adegoke, Oyebimpe
- Date: 2020
- Subjects: Google classroom , Online learning , Rwandan University
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/481534 , uj:43635 , Citation: Ogegbo, A. & Adegoke, O. 2020. Students experiences on the use of google classroom : case study of a university in Rwanda.
- Description: Abstract: Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.
- Full Text:
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