Adaptive Content-Aware Model for Learner-Centric Blended-Learning: A Pilot Study
TL;DR
This study implements a virtual learning framework that adequately fuses the alternative delivery asynchronous learning with traditional synchronous learning for adoption in the Nigerian Educational System and showcases improved cognition in learners, engaged qualitative learning, and a learning scenario that ensures a power shift in the educational structure.
Abstract
The COVID-19 pandemic was reported to have a significant negative impact on global education, with shocks that disrupted the learning processes via the closure of traditional classrooms/schools from March 2020 to March 2022. These effects have continued to ripple through, even with advances in media literacy. The Nigerian frontier has also witnessed a paradigm shift in the adoption and integration of information and communication tech (ICT) as tools for both the digital revolution and the advancement of alternative education delivery. Today’s education, which aspires for growth and progressive development, is assured of positive changes if priority for educational values and ICT is harnessed. Past educational theories seem not to cope with the ever-changing information society. From traditional to blended learning, and to virtual learning, Nigeria must rise and develop new strategies to address issues with her educational theories as well as to bridge the gap and negative impact of the post covid-19 pandemic. This study implements a virtual learning framework that adequately fuses the alternative delivery asynchronous learning with traditional synchronous learning for adoption in the Nigerian Educational System. Result showcases improved cognition in learners, engaged qualitative learning, and a learning scenario that ensures a power shift in the educational structure that will further equip learners to become knowledge producers, help teachers to emancipate students academically, in a framework that measures the quality of engaged students’ learning.