Exploring Alternative Teaching and Learning Platforms in Post Covid-19 | ||||
| International Journal of Instructional Technology and Educational Studies | ||||
| Article 4, Volume 6, Issue 4, December 2025, Page 18-27 PDF (718.44 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ihites.2025.359168.1229 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
OZIOMA ROSELINE ROSELINE UMERA   1; Amando Yutuc2
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| 1University of Abuja Federal Capital Territory Abuja, Nigeria | ||||
| 2Library Departments, University of Abuja Federal Capital Territory (F.C.T), Abuja Nigeria | ||||
| Abstract | ||||
| Learning for undergraduate students has experienced a massive change in approach since the COVID-19 pandemic based on a case-study of the National Open University of Nigeria. This shift has been most visible in the e-learning as alternative teaching and learning platform. The problem addressed in this study is the inadequate accessibility and comprehensive utilization of e-learning platforms as alternative to teaching and learning by students. The methodology employed a qualitative research approach to explore alternative teaching and learning platforms in post covid-19 among undergraduate students in Nigeria. It addressed three research questions: What alternative teaching and learning platforms do students use and to what extent? For what purposes do students use alternative teaching and learning platforms? What are the advantages associated with the ethical use of alternative teaching and learning platforms? To achieve the research objectives, an in-depth literature review was carried out, followed by a survey research design method focusing on e-learning as alternative teaching and learning platforms. The population consisted of the undergraduate students at NOUN The findings revealed that the e-learning as alternative teaching and learning platforms used by NOUN students include e-mails, Learning Management Systems (LMS), video conferencing tools, and social media platforms with usage percentages, such as, e-mails 97.2%, LMS 75.5%, social media 98.6%, and video conferencing 88.7%. The recommendation therefore is for the NOUN to implement a comprehensive social media integration into its learning management system, enhance ethical principles in the curriculum, and emphasize the importance of academic integrity even in social media. | ||||
| Keywords | ||||
| E-learning; LMS; e-learning platforms; Covid-19; teaching | ||||
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