An investigation of teacher and administrator perceptions of blended learning in two selected unity schools in Kogi State, Nigeria

Background Unity Secondary Schools in Nigeria are taking significant steps to provide effective learning experiences for their students and one approach that they have adopted is blended learning. Motivation behind the research Despite this move, there appears to be no clear understanding of what blended learning is and what this approach to learning really entails. This qualitative study, therefore, seeks to investigate the perception of teachers and administrators on what they consider to be the definition and practice of blended learning, its implementation, and challenges as well as the implication of blended learning for teachers’ professional development in two selected Unity Secondary Schools in Nigeria. Theoretical Framework The researcher used the theoretical framework of Davis (1986) Technology Acceptance Model (TAM) as a theoretical lens to penetrate issues, challenges and current concerns posed in blended learning implementation in selected Unity Secondary Schools in Nigeria. The researcher proposes that applying Davis (1986) Technology Acceptance Model (TAM) will facilitate an understanding of issues relating to the implementation of blended learning in Unity Secondary Schools and provide useful insights for educational institutions who have adopted or wish to adopt and combine various information, communication, and related technologies with traditional classroom instruction. Methodology This research is framed in an interpretivist perspective in the context of a qualitative research to examine the perceptions of teachers and administrators with a view to ascertaining how the concept of blended learning is defined, how it is implemented, its challenges as well as its implications for teachers’ professional development. The qualitative research approach is considered a valuable method for educational research to develop theory, evaluate programs, and develop interventions. To achieve the aim and objectives of this research work, extensive fieldwork research was conducted using multiple sources of data collection to ensure triangulation of data. The triangulation design used data collected from three different qualitative research methods (semi-structured interviews with teachers and administrators, focus group discussion with teachers, and documentary evidences such as the National Policy on Education (NPE), National Teacher Education Policy (NTEP) and the National Information and Communication and Technology (ICT) Policy. The qualitative evidence was analysed using thematic analysis and content analysis of policy documents. The content analysis of policy documents responded to the need to systematically examine the implementation of the provisions of the National Policy on Education, National Information and Communication Technology (ICT) Policy as well as the Nigerian National Policy for Information and Communication Technology (NPICT) in Education regarding the provision of ICT infrastructure and capacity development and how it affects the use of the blended learning approach to teaching and learning in Unity Secondary Schools in Nigeria. Results Although the research findings identified various perceptions of the definition of blended learning as well as perceived benefits of blended learning intervention. Practical challenges of the effective implementation of blended learning were also identified as follows: lack of clearly defined and streamlined strategies for teachers’ professional development supportive of blended learning implementation, poor ICT skills of teachers, lack of ICT infrastructure, under-funding, inadequate electricity, lack of access to software that will facilitate teaching and learning, lack of internet access, absence of a well-articulated strategy to guide ICT implementation, lack of political will to implement blended learning in Unity Secondary Schools, all of which account for blended learning implementation challenges. Recommendations While highlighting these perceived challenges of the effective implementation of blended learning, the study recommends that the Federal Government of Nigeria through the Federal Ministry of Education and the Federal Ministry of Communication and Digital Economy strengthens the administrative capacity of Unity Secondary Schools to drive and implement blended learning interventions, while also putting into place strategies that favour the professional development-oriented growth for teachers in Unity Secondary Schools. Furthermore, the research suggests that an ICT Policy Implementation Commission be established that will address the challenges highlighted in the literature and in this study, and help sustain the shift from traditional pedagogy to the pedagogy of technology integration where teaching can incorporate technology to make learning active and teaching student centred Contribution to Knowledge The contributions of this research work on academic and practical levels are apparent with the research demonstrating a significant effort at carrying out an in-depth study that seeks to examine the issues, challenges, and dilemmas in the implementation of the blended learning instructional approach in the context of a developing-country, and more specifically in Unity Secondary Schools. This is due to previous studies focusing on blended learning in Higher Education Institutions and were generally undertaken in different cultural contexts from Nigeria. The study therefore, seeks to bridge this gap in knowledge. Practically, the study has significant implications for both educators, and decision makers, such as: the need to be more committed to the effective implementation of blended learning interventions. Similarly, the study underscores the need for the development of a strategic framework for teachers’ professional development. Fundamentally, the study emphasises the need to develop a carefully outlined action plan that will guide educators as well as other stakeholders in Nigeria’s secondary education sub-sector on ways to address the challenges that have inhibited the effective implementation of blended learning. These plans, the study noted, must be such that will address the issues of teachers’ professional development, underfunding and lack of ICT infrastructure in Unity Secondary Schools. Finally, several directions for further research have been recommended for study

An investigation of teacher and administrator perceptions of blended learning in two selected unity schools in Kogi State, Nigeria

Background Unity Secondary Schools in Nigeria are taking significant steps to provide effective learning experiences for their students and one approach that they have adopted is blended learning. Motivation behind the research Despite this move, there appears to be no clear understanding of what blended learning is and what this approach to learning really entails. This qualitative study, therefore, seeks to investigate the perception of teachers and administrators on what they consider to be the definition and practice of blended learning, its implementation, and challenges as well as the implication of blended learning for teachers’ professional development in two selected Unity Secondary Schools in Nigeria. Theoretical Framework The researcher used the theoretical framework of Davis (1986) Technology Acceptance Model (TAM) as a theoretical lens to penetrate issues, challenges and current concerns posed in blended learning implementation in selected Unity Secondary Schools in Nigeria. The researcher proposes that applying Davis (1986) Technology Acceptance Model (TAM) will facilitate an understanding of issues relating to the implementation of blended learning in Unity Secondary Schools and provide useful insights for educational institutions who have adopted or wish to adopt and combine various information, communication, and related technologies with traditional classroom instruction. Methodology This research is framed in an interpretivist perspective in the context of a qualitative research to examine the perceptions of teachers and administrators with a view to ascertaining how the concept of blended learning is defined, how it is implemented, its challenges as well as its implications for teachers’ professional development. The qualitative research approach is considered a valuable method for educational research to develop theory, evaluate programs, and develop interventions. To achieve the aim and objectives of this research work, extensive fieldwork research was conducted using multiple sources of data collection to ensure triangulation of data. The triangulation design used data collected from three different qualitative research methods (semi-structured interviews with teachers and administrators, focus group discussion with teachers, and documentary evidences such as the National Policy on Education (NPE), National Teacher Education Policy (NTEP) and the National Information and Communication and Technology (ICT) Policy. The qualitative evidence was analysed using thematic analysis and content analysis of policy documents. The content analysis of policy documents responded to the need to systematically examine the implementation of the provisions of the National Policy on Education, National Information and Communication Technology (ICT) Policy as well as the Nigerian National Policy for Information and Communication Technology (NPICT) in Education regarding the provision of ICT infrastructure and capacity development and how it affects the use of the blended learning approach to teaching and learning in Unity Secondary Schools in Nigeria. Results Although the research findings identified various perceptions of the definition of blended learning as well as perceived benefits of blended learning intervention. Practical challenges of the effective implementation of blended learning were also identified as follows: lack of clearly defined and streamlined strategies for teachers’ professional development supportive of blended learning implementation, poor ICT skills of teachers, lack of ICT infrastructure, under-funding, inadequate electricity, lack of access to software that will facilitate teaching and learning, lack of internet access, absence of a well-articulated strategy to guide ICT implementation, lack of political will to implement blended learning in Unity Secondary Schools, all of which account for blended learning implementation challenges. Recommendations While highlighting these perceived challenges of the effective implementation of blended learning, the study recommends that the Federal Government of Nigeria through the Federal Ministry of Education and the Federal Ministry of Communication and Digital Economy strengthens the administrative capacity of Unity Secondary Schools to drive and implement blended learning interventions, while also putting into place strategies that favour the professional development-oriented growth for teachers in Unity Secondary Schools. Furthermore, the research suggests that an ICT Policy Implementation Commission be established that will address the challenges highlighted in the literature and in this study, and help sustain the shift from traditional pedagogy to the pedagogy of technology integration where teaching can incorporate technology to make learning active and teaching student centred Contribution to Knowledge The contributions of this research work on academic and practical levels are apparent with the research demonstrating a significant effort at carrying out an in-depth study that seeks to examine the issues, challenges, and dilemmas in the implementation of the blended learning instructional approach in the context of a developing-country, and more specifically in Unity Secondary Schools. This is due to previous studies focusing on blended learning in Higher Education Institutions and were generally undertaken in different cultural contexts from Nigeria. The study therefore, seeks to bridge this gap in knowledge. Practically, the study has significant implications for both educators, and decision makers, such as: the need to be more committed to the effective implementation of blended learning interventions. Similarly, the study underscores the need for the development of a strategic framework for teachers’ professional development. Fundamentally, the study emphasises the need to develop a carefully outlined action plan that will guide educators as well as other stakeholders in Nigeria’s secondary education sub-sector on ways to address the challenges that have inhibited the effective implementation of blended learning. These plans, the study noted, must be such that will address the issues of teachers’ professional development, underfunding and lack of ICT infrastructure in Unity Secondary Schools. Finally, several directions for further research have been recommended for study