Efficacy of Virtual Technology as the Way Forward for Teaching and Learning with the Experience of a Global Pandemic
Keywords:Virtual Technology (VT), Teaching and Learning, Global Pandemic
The call for institutions and governments across the world to prioritize investments in technology was never treated that seriously as it is now, with the emergence of the COVID-19 pandemic, purportedly claimed to have emerged in China’s Wuhan city. All across the world, institutions are yearning for resources to meet the growing need to support continuity in learning through the new normal of virtual schooling, but the capacity to do so is limited owing to nations’ limited preparedness for such a global scale of health calamity.
Technology is certainly the way forward to meet the growing needs of people's desire to survive, and equally so for employers whose growing competitiveness are much catered for through highly manpower skills workforce. Hence, institutions and governments alike are now seen to be making efforts in adapting to new and emerging technologies in a bid to make it worthwhile to support economic prosperity and livelihoods.
The aim is to show growing need in learning through the new normal of virtual schooling, adapting to emerging technologies.
Methodology. The analysis of technologies, tools, means like MOODLE, Google-Meet, WebEx Meet, ZOOM.
Results. Emerging technologies such as Google-Meet, WebEx Meet, ZOOM and already used platforms like MOODLE need to be hailed given their embedded functionalities to capture variety of ways through which disruptive services can be made to continue. Functionalities embedded in the most commonly used platform like MOODLE and Google-Meet have integrated functionalities to support both virtual classroom and assessment components as opposed to that of WebEx and ZOOM.
Conclusion. Emerging technologies should include a synchronized system of Managed Learning Environment (MLE) that makes it possible for assessment materials to be integrated with constructive feedback from teachers.
Burnham, T. (2021). Exploring Blended Curriculum to Enhance Student Learning in an Adult High School. [PhD. Thesis, Walden University]. ScholarWorks.Waldenu.edu. https://scholarworks.waldenu.edu/dissertations/9849/
Dalton, J., & Logan, A. (2021). The Man Who Discovered Capitalism: A Documentary on Schumpeter for Use in the Classroom. MPRA Paper No. 105664. https://mpra.ub.uni-muenchen.de/105664/
Jackson, E.A. (2020a). Use of Whatsapp for flexible learning: Its effectiveness in supporting teaching and learning in Sierra Leone’s Higher Education Institutions. International Journal of Advanced Corporate Learning, 13(1), 35-45. https://doi.org/10.3991/ijac.v13i1.11381.
Jackson, E.A. (2020b). Innovative educational technologies for early-years curriculum delivery: A theoretical roadmap for economies in Sub-Saharan Africa (SSA). Economic Insights – Trends and Challenges, 9(2), 11-21.
Jackson, E.A. (2020c). Emerging innovative thoughts on globalization amidst the contagion of COVID-19. In Leal Filho W., Azul A., Brandli L., Özuyar P., Ozuyar, P.G. (Eds.), Industry, Innovation and Infrastructure: Encyclopedia of Sustainable Development Goal (pp. 1-12). Springer, Cham. https://doi.org/10.1007/978-3-319-71059-4_131-1.
Jackson, E.A. (2020d). Fostering Sustainable Innovation Through Creative Destruction Theory. In Leal Filho W., Azul A.M., Brandli L., Lange Salvia A., Wall T. (Eds.), Industry, Innovation and Infrastructure. Encyclopedia of the UN Sustainable Development Goals (pp. n.d.). Springer, Cham. https://doi.org/10.1007/978-3-319-71059-4_119-1
Jackson, E.A. (2020e). Economics of Technology Innovation for Sustainable Growth: With Reference to Sub-Saharan Africa (SSA). In Leal Filho W., Azul A.M., Brandli L., Lange Salvia A., Wall T. (Eds.), Industry, Innovation and Infrastructure.
Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-71059-4_128-1.
Jackson, E.A. (2016a). Proposal for Virtual ICT use in Sierra Leone Education System: A Case of MOODLE. Journal of Applied Thought, 5(1), 79-94.
Jackson, E.A. (2016b). Integration of learning technology in Sierra Leone’s higher education system: Implications and challenges. Information Technologist (The), 13(1), 39-50.
Jackson, E.A. (2015). Impact of MOODLE platform on the pedagogy of students and staff: Cross-curricular comparison. Journal of Information and Communication Technologies, 22(1), 177-193. https://doi.org/10.1007/s10639-015-9438-9.
Sabah, N.M. (2020). Motivation factors and barriers to the continuous use of blended learning approach using Moodle: Students’ perception and individual differences. Behaviour and Information Technology, 39(8), 875-898. https://doi.org/10.1080/014492X.2019.1623323.
How to Cite
Copyright (c) 2021 Emerson Abraham Jackson
This work is licensed under a Creative Commons Attribution 4.0 International License.