Education in the Virtual Space: A Sustainable Strategy for Achieving Tension-free and Inclusive Learning in COVID-19 Dispensation

Moses Obla, Department of Curriculum and Teaching, Faculty of Education, University of Calabar, Calabar, 540271, Nigeria, Ejeng Ukabi, Department of Architectural Design, Faculty of Architecture, Cross River University of Technology, Calabar, 540252, Nigeria.
2021 Journal of Studies in Science and Engineering  
Apart from scalable classrooms, learning in virtual space for pro-technology and pro-Internet generation contributes significantly to developing their inherent domains. This process manifests through the use of digital materials, making the pedagogical scheme enjoyable, catchy, innovative, and inclusive. Today's staggering educational challenges of tertiary institutions, because of the COVID-19 Pandemic, call for operational rejig. Still alarming is the difficulty of containing the recent
more » ... ion into variants. Sequel to this, different countries adopted various strategies to achieve tension-free and inclusive learning environments as part of the 'new normal.' This study addresses the pertinence: Could the use of virtual spaces for instructional delivery constitute sustainable strategies for tension-free, and more inclusive, methods of educating learners during and after COVID-19 dispensation? To answer this question, we adopted a theory-based adaptation conceptual approach and inside-outside approach and brought the Nigerian situation into focus where virtual learning was sceptically debunked because of operational and policy slackness. This study agreed with the positive potentials of virtual space and disagrees with earlier studies deficient at uncertainty variables. Based on these, recommends areas of gaps filling in developing countries' education systems, who stopped learning during the pandemic period for future adoption and adaptation.
doi:10.53898/josse2021122 fatcat:ibcfopgojbdf3pjouo2hwzopxm