Virtual Classroom Competencies Required by Electrical/Electronic Technology Lecturers in Colleges of Education for Instruction in the Era of Covid-19 in North East Nigeria

Isaac John Ibanga; Ibrahim Mohammed Dawasa; Yusuf Yaro

doi:10.55529/jmc.32.10.21

Authors

Isaac John Ibanga Department of Electrical Technology Education, Modibbo Adama University of Yola, Adamawa State, Nigeria
Ibrahim Mohammed Dawasa Electrical Department, Federal College of Education (Technical), Potiskum, Yobe State
Yusuf Yaro Baru Primary School Dukku, Dukku Local Education Authority, Gombe State

Keywords:

Virtual Classroom, Electrical/Electronics, Competencies, COVID-19, Colleges of Education.

Abstract

The study aimed to identify the virtual classroom competencies needed for instruction in the COVID-19 period in North East Nigeria by Electrical/Electronic Technology lecturers in colleges of education. Descriptive survey research design was employed in the study. Two research questions and hypotheses guided the study.76 participants in total comprising 34 ICT unit employees and 42 electrical/electronic technology education lecturers from five colleges of education in Nigeria's North East. Sampling of the respondents were not observed because the total population was used. The research's instrument was a structured questionnaire created by the researcher under the name Questionnaire for Virtual Classroom Competencies Required by Lecturers in Colleges of Education (QVCCRTCE). Three professionals validated the instrument, and using Cronbach Alpha, a reliability index of 0.82 was established. The questions in the study were answered using the mean statistic, and the null hypotheses tested using t-test at 0.05 confidence level. According to study results, lecturers of electrical and electronic technology must be proficient in a variety of virtual classroom tools, including video conferencing, online whiteboards for real-time collaboration, instant messaging, participation monitoring, breakout rooms, screen sharing, file annotations, video playback, quizzing tools, and tools for movable partition walls. According to the results, colleges of education should work with the ICT departments in the schools to give electrical/electronic technology education instructors more training so they can become familiar with the many tools included into the virtual classroom interface and make effective use of them. Additionally, the government should make sure that the school's online platforms are regularly evaluated to determine whether they still suit modern demands.