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An investigation of teacher and administrator perceptions of blended learning in two selected unity schools in Kogi State, Nigeria
Get PDFBackground
Unity Secondary Schools in Nigeria are taking significant steps to provide effective
learning experiences for their students and one approach that they have adopted is blended
learning.
Motivation behind the research
Despite this move, there appears to be no clear understanding of what blended learning is
and what this approach to learning really entails. This qualitative study, therefore, seeks
to investigate the perception of teachers and administrators on what they consider to be
the definition and practice of blended learning, its implementation, and challenges as well
as the implication of blended learning for teachers’ professional development in two
selected Unity Secondary Schools in Nigeria.
Theoretical Framework
The researcher used the theoretical framework of Davis (1986) Technology Acceptance
Model (TAM) as a theoretical lens to penetrate issues, challenges and current concerns
posed in blended learning implementation in selected Unity Secondary Schools in
Nigeria. The researcher proposes that applying Davis (1986) Technology Acceptance
Model (TAM) will facilitate an understanding of issues relating to the implementation of
blended learning in Unity Secondary Schools and provide useful insights for educational
institutions who have adopted or wish to adopt and combine various information,
communication, and related technologies with traditional classroom instruction.
Methodology
This research is framed in an interpretivist perspective in the context of a qualitative research
to examine the perceptions of teachers and administrators with a view to ascertaining how
the concept of blended learning is defined, how it is implemented, its challenges as well as
its implications for teachers’ professional development. The qualitative research approach
is considered a valuable method for educational research to develop theory, evaluate
programs, and develop interventions. To achieve the aim and objectives of this research
work, extensive fieldwork research was conducted using multiple sources of data collection
to ensure triangulation of data. The triangulation design used data collected from three
different qualitative research methods (semi-structured interviews with teachers and
administrators, focus group discussion with teachers, and documentary evidences such as
the National Policy on Education (NPE), National Teacher Education Policy (NTEP) and
the National Information and Communication and Technology (ICT) Policy. The qualitative
evidence was analysed using thematic analysis and content analysis of policy documents.
The content analysis of policy documents responded to the need to systematically examine
the implementation of the provisions of the National Policy on Education, National
Information and Communication Technology (ICT) Policy as well as the Nigerian National
Policy for Information and Communication Technology (NPICT) in Education regarding
the provision of ICT infrastructure and capacity development and how it affects the use of
the blended learning approach to teaching and learning in Unity Secondary Schools in
Nigeria.
Results
Although the research findings identified various perceptions of the definition of blended
learning as well as perceived benefits of blended learning intervention. Practical challenges
of the effective implementation of blended learning were also identified as follows: lack of
clearly defined and streamlined strategies for teachers’ professional development supportive
of blended learning implementation, poor ICT skills of teachers, lack of ICT infrastructure,
under-funding, inadequate electricity, lack of access to software that will facilitate teaching
and learning, lack of internet access, absence of a well-articulated strategy to guide ICT
implementation, lack of political will to implement blended learning in Unity Secondary
Schools, all of which account for blended learning implementation challenges.
Recommendations
While highlighting these perceived challenges of the effective implementation of blended
learning, the study recommends that the Federal Government of Nigeria through the Federal
Ministry of Education and the Federal Ministry of Communication and Digital Economy
strengthens the administrative capacity of Unity Secondary Schools to drive and implement
blended learning interventions, while also putting into place strategies that favour the
professional development-oriented growth for teachers in Unity Secondary Schools.
Furthermore, the research suggests that an ICT Policy Implementation Commission be
established that will address the challenges highlighted in the literature and in this study, and
help sustain the shift from traditional pedagogy to the pedagogy of technology integration
where teaching can incorporate technology to make learning active and teaching student
centred
Contribution to Knowledge
The contributions of this research work on academic and practical levels are apparent with
the research demonstrating a significant effort at carrying out an in-depth study that seeks to
examine the issues, challenges, and dilemmas in the implementation of the blended learning
instructional approach in the context of a developing-country, and more specifically in Unity
Secondary Schools. This is due to previous studies focusing on blended learning in Higher
Education Institutions and were generally undertaken in different cultural contexts from
Nigeria. The study therefore, seeks to bridge this gap in knowledge. Practically, the study
has significant implications for both educators, and decision makers, such as: the need to be
more committed to the effective implementation of blended learning interventions.
Similarly, the study underscores the need for the development of a strategic framework for
teachers’ professional development. Fundamentally, the study emphasises the need to
develop a carefully outlined action plan that will guide educators as well as other
stakeholders in Nigeria’s secondary education sub-sector on ways to address the challenges
that have inhibited the effective implementation of blended learning. These plans, the study
noted, must be such that will address the issues of teachers’ professional development,
underfunding and lack of ICT infrastructure in Unity Secondary Schools. Finally, several
directions for further research have been recommended for study
Positive psychology: hope and its role within mental health nursing
No full textThis is the twelfth article in a series that explores the meaning of positive psychology and the impact it has on the wellbeing of the mental health workforce. It will focus on positive psychology interventions that help to develop hope and considers how its uplifting effect, through contemporary use in the field of mental health nursing, can be experienced. This article initially introduces the concept of hope then links it with the field of positive psychology. It then focuses on Snyder's theory of hope and its use in promoting wellbeing. It follows with the application of hope within the nursing context. Finally, it refers to the ongoing coronavirus pandemic and how hope may be used to support the mental health nursing workforce. The practical activities provided in the article will help the reader increase their own awareness of hope and consider ways to develop its use and transferability within their own life.
The Bolton Review: Issue 9: Rats and Revelry!
No full textThe Bolton Review is a student-led creative magazine from the University of Bolton. It showcases some of the best work from Bolton’s up-and-coming: students and staff from all areas and all levels of the University buildings and other schools in the area
‘People miss people’: a study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic
Get PDFThe COVID-19 pandemic has confronted school leaders across the four devolved nations of the UK with a period of exceptional crisis. This responsive, small-scale, but UK wide study focuses on headteacher perspectives on leadership and management in the initial stages of this pandemic, contributing to our understanding of this crucial period. The headteacher respondents met the multiple predicaments and situational ambiguities of the pandemic with a resilience which drew heavily upon the strengths of pre-existing structures and teams. They were required to provide effective emotional and moral leadership in uncharted and rapidly shifting territory. They spoke most eloquently of how they developed pragmatic, versatile and personally reassuring approaches to communication with parents, staff, pupils, and a range of external agencies, all of which were also facing extraordinary circumstances with varying degrees of resilience. The paper concludes by conceptualising the key elements of headteachers’ leadership and management, both inside and outside of school, at in the early stages of societal crisis
Examining the role of educatıon in publıc diplomacy
No full textPower is perceived as important aspect in the society today and is
used in various ways. In some cases, such power is used in a form of a threat,
stimuli, rewards and inducement. Power in the world of politics is perceived as a
means to influence others’ behavior either positively or negatively. Efforts are
made to minimize tensions, opposing opinions, conflicts through the public diplomacy – this creates tolerance and international relations. Public diplomacy plays
an important role in engaging and maintaining the country-to-country relationship,
establishing a dialogue, and allowing negotiation to take place in a constructive
manner. This study seeks to examine the role of education in public diplomacy. It
considers the aims of the state, the fundamental values in the process of public
diplomacy. the international student mobility as well as the exchange programs.
It takes note of the importance diplomacy, cooperation, cultural factors, and economic interdependence as the basis for establishing an effective international relation. The study acknowledges the challenges and the measures put in place to
ensure that communication takes place and public diplomacy is at the center of
every foreign relations
Remarkable Lives : Dave Morrison in conversation with Jerome Carson.
Get PDFThe aim of this paper is to provide a profile of Dave Morrison.
In this case study, Dave provides a short biography of his background and is then interviewed by Jerome.
Dave has had two careers. The first as a scaffolder. The second as a nursing assistant in mental health services. He has ended up bruised and battered in both.
Every case study tells a different story. The effects of stress can be cumulative.
There are many accounts of how hospitalisation has traumatised service users. Yet, working in these services can also be traumatic for the care staff.
Professor Tony Butterworth used to say ‘Happy nurse equals happy patient.’ If you look after staff needs, they will provide better care. Have we ever really looked after the needs of mental health care staff?
Dave’s story is unique. As Nicola Adams says, ‘Fall down eight times, get up nine.’ Dave has fallen down many more times than this. Eventually it gets harder to get back up
Remarkable Lives : Zoe Riley in conversation with Jerome Carson.
No full textThe purpose of this paper is to provide a profile of Zoe Riley.
Using a case study approach, Zoe provides an account of her background and is then interviewed by Jerome.
Zoe’s account reveals a remarkable resilience, developed through adversity, but nurtured by the love of her grandparents.
Mental illness surrounded Zoe when she was growing up. Her own mother experienced years of distress. Her grandfather effectively was her father. Despite the childhood adversity, and her own teenage problems, she came though it all. These are the stories you read about in textbooks.
Zoe reminds us that people in distress want to find connection. They don’t want us sitting there writing notes and not even looking at them!
We talk about “wounded healers.” Dr Glenn Roberts said that his own bouts of depression made it easier for him to sit with people in similar turmoil. The value of peer support has been under-rated by many.
It is of course a truism to say that everyone’s journey of recovery is unique. I know Zoe has already touched the lives of many people. I am sure she has so much more to contribute
Quality : what does it mean in Acute Medicine and how do we measure it?
Get PDFAcute Medicine is a specialty that is not defined by a single organ system and sits at the interface between primary and secondary care. In order to document improvements in the quality of care delivered a system of metrics is required.
A number of frameworks for measurements exist to quantify quality of care at the level of patients, teams and organisations, such as measures of population health, patient satisfaction and cost per patient. Measures can capture whether care is safe, effective, patient-centred, timely, efficient and equitable. Measurement in Acute Medicine is challenged by the often-transient nature of the contact between Acute Medicine clinicians and patients, the lack of diagnostic labels, a low degree of standardisation and difficulties in capturing the patient experience in the context.
In a time of increasing ecological and financial constraints, reflecting about the most appropriate metrics to document the impact of Acute Medicine is required
Risk assessment models for venous thromboembolism in hospitalised adult patients: a systematic review
Get PDFIntroduction Hospital-acquired thrombosis accounts for a large proportion of all venous thromboembolism (VTE), with significant morbidity and mortality. This subset of VTE can be reduced through accurate risk assessment and tailored pharmacological thromboprophylaxis. This systematic review aimed to determine the comparative accuracy of risk assessment models (RAMs) for predicting VTE in patients admitted to hospital.
Methods A systematic search was performed across five electronic databases (including MEDLINE, EMBASE and the Cochrane Library) from inception to February 2021. All primary validation studies were eligible if they examined the accuracy of a multivariable RAM (or scoring system) for predicting the risk of developing VTE in hospitalised inpatients. Two or more reviewers independently undertook study selection, data extraction and risk of bias assessments using the PROBAST (Prediction model Risk Of Bias ASsessment Tool) tool. We used narrative synthesis to summarise the findings.
Results Among 6355 records, we included 51 studies, comprising 24 unique validated RAMs. The majority of studies included hospital inpatients who required medical care (21 studies), were undergoing surgery (15 studies) or receiving care for trauma (4 studies). The most widely evaluated RAMs were the Caprini RAM (22 studies), Padua prediction score (16 studies), IMPROVE models (8 studies), the Geneva risk score (4 studies) and the Kucher score (4 studies). C-statistics varied markedly between studies and between models, with no one RAM performing obviously better than other models. Across all models, C-statistics were often weak (0.8). Similarly, estimates for sensitivity and specificity were highly variable. Sensitivity estimates ranged from 12.0% to 100% and specificity estimates ranged from 7.2% to 100%.
Conclusion Available data suggest that RAMs have generally weak predictive accuracy for VTE. There is insufficient evidence and too much heterogeneity to recommend the use of any particular RAM
Understanding the coach’s role in identifying and meeting the motivations of soccer players.
No full textThe coach plays an important role in the type and quality of motivation exhibited by soccer players. However, limited research exists investigating if a coach is aware of the motivations held by their players. As such this study investigated the motivations of semi-elite soccer players taking part in club coaching sessions and identified if coaches were aware of these motivations. Using a qualitative approach with 21 adult soccer players and two soccer coaches, findings from this study highlight a dissonance is apparent between the coaches understanding of their player’s motivational climate and the soccer player’s motivation. Although the players express their motivation focused on the development of a collective social identity and the consequence experienced from playing soccer, coaches were unaware of these motivations