Article Number: DRJSSES16536478
DOI: https://doi.org/10.26765/DRJSSES16536478
ISSN: 2449-0806

Vol. 10(1), Pp. 1-8, February 2022

Copyright © 2022

Author(s) retain the copyright of this article


Original Research Article

Distance Learning, Emergency Remote Online Teaching and Symbolic Interaction Theory During COVID-19: Implications for Education in Nigeria

Edih, O. University*

Umuze, N. Anthonia

Fagawari, D. Nyanayon


Abstract

The paper examined the impact of symbolic interaction theory on distance learning and/or emergency remote online teaching during Covid’19 pandemic. The objective of the study is to ascertain whether it is practicable to implement symbolic interaction model in distance learning and teaching methodology. Data were generated through questionnaire administered to 200 participants selected from three study centers of NOUN (National University of Nigeria). Questionnaire was designed in Likert scale of five (strongly agreed) to one (strongly disagreed). Data were analyzed using frequencies, percentages, mean, standard deviation, t-test and one-way ANOVA. Findings showed that the manifest benefits of symbolic interaction in classroom teaching were not evident in online education. More so, the technological environment and other infrastructure required for implementing distance learning and/or emergency remote online teaching were grossly lacking in Nigeria. The paper recommended that government and private institutions should collaborate in creating enabling technological environment for the implementation of emergency remote online education to complement face to face teaching during crisis period.


Keywords: Covid-19, distance learning, Nigeria, online education, symbolic interaction


 Received: January 3, 2022  Accepted: February 23, 2022  Published: February 25, 2022


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