instructional delivery
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Based on Roblyer & Edwards (2000: 192), distance learning means “the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” The instructional delivery includes an instructor who is physically located in a different place from the learner, as well as possibly providing instruction at disparate times. More specifically, the instructor controls the instructional sequencing and pacing and all learners participate in the same learning activities. The aim of the paper is to show the advantages and disadvantages of distance schooling during the Covid-19 lockdown, the emphasis being placed upon among others, the teacher – student relationship, the equipment conditions required for running an English lesson and working online, as well as some “food for thought” in the form of necessary changes and modifications to be introduced, which have been suggested by the sample in question. The respondents constitute 9 teachers from secondary schools, who have replied to an online questionnaire investigating the situation in Polish schools, concerning distance education, specifically teaching a FL. Apart from presenting the current state of affairs, some suggestions for the future are remarked upon.

Google classroom had been used for instructional delivery of courses at all levels of education with tertiary institution inclusive. The use of these technologies had their merits as well as their demerits. This study investigates the reimbursement of Google classroom by undergraduate students for learning vocational and entrepreneurship courses. This study employs the survey method and 250 undergraduate students were purposively sampled. The findings established that Google classroom is very useful for learning vocational and entrepreneurship courses. Gender had no significant influence on the reimbursements of undergraduates’ utilization of google classroom for learning vocational and entrepreneur courses but academic level had significant influence. The study concluded that there could be tremendous increase in lecturers job performance as well as students’ academic performance if Google classroom is employed for lectures.

Technology is relevant in achieving educational development. Exploring how best to pattern and incorporate educational technology to engender sustainability remains relevant. It is against this backdrop that this study examined the Prospect of online instructional delivery in sub-Saharan African Universities using Google Classrooms ascertained concerning usability and accessibility while examining impending challenges. This study adopted a descriptive survey design. The study population was undergraduates enrolled at the University of Ilorin, Nigeria, a public institution owned by the Federal Government of Nigeria and the most soughed institution in terms of admission in the country. The target population was teacher trainees exposed to online instructional using Google Classrooms for 2018/2019 academic session. The study participants were purposively sampled; a total of 1933 participants. Data were gathered using a researcher designed questionnaire which was face and content validated. Three research questions were stated to examine accessibility, usability and challenges while the tested hypotheses were concerning prospects of Google Classroom for University of Ilorin undergraduates' learning across gender and departmental divides. Both descriptive statistics (Research Questions) and inferential statistics (Hypothesis) were employed in analysing data collected gathered. Significant findings revealed that Google Classroom holds prospects for innovative instructional approach for university undergraduates’ learning. However, there is a need to improve its level of accessibility to undergraduates to maximise its gains by making efforts to alleviate the challenges militating against smooth access to ensure sustainability in higher education in sub-Saharan Africa, apt in the current pandemic era.

The teaching method which teachers adopt for instruction could aggravate students’ performance if successfully employed. However, its use may not be optimum as expected. This study investigated the extent of utilization of teaching methods used for teaching basic technology and the influence of gender on teachers’ extent of utilizing teaching methods to teach basic technology. The study adopted a descriptive research design. One hundred twenty-two basic technology teachers in Nigeria were purposively sampled. The findings of this study were that question and answer, discussion, inquiry, and discovery, field trip, and project and presentation teaching methods are always employed by basic technology teachers in teaching while role-playing, game, and simulation teaching method are moderately utilized for teaching. Also, there was a significant difference between male and female teachers’ extent of utilizing teaching methods to teach basic technology in favor of the male basic technology teachers. The study concluded that appropriate use of teachers’ desired teaching methods could influence instructional delivery. It was thus recommended that educational institutions should organize conferences, seminars, training, and workshops for basic technology teachers on the use of effective teaching methods.

<p class="Abstract">Abstract: The trend of technological development has an impact on the digitization of human life. The field of education is also affected by the development of information technology that influences of instructional delivery strategy.  The change of delivery strategy of face-to-face to online learning needs to get intensive research to see its impact on student learning. This study aims to determine several learning experiences of students which the first time learn with online.  This case study research finds some things that should be designed in online learning to fit the conditions and needs of students.</p><p> </p><strong>Abstrak:</strong><em> </em>Tren perkembangan teknologi berdampak pada digitalisasi kehidupan manusia. Bidang pendidikan juga mengalami dampak akibat perkembangan teknologi informasi yang berpengaruh pada strategi penyampaian pembelajaran (<em>instructional delivery strategy</em>). Adanya perubahan strategi penyampaian isi pembelajaran dari cara tradisional tatap muka menjadi format <em>online </em>perlu mendapat penelitian yang intensif untuk melihat dampaknya pada pembelajaran mahasiswa yang belum pernah belajar dengan format <em>online</em> atau pengalaman pertama. Penelitian ini bertujuan untuk mengumpulkan pengamaman belajar mahasiswa yang baru pertama belajar dengan format <em>online</em>. Penelitian studi kasus ini menemukan beberapa hal yang harus dirancang dalam pembelajaran <em>online learning</em> agar sesuai dengan kondisi dan kebutuhan mahasiswa.

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 evolution 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.

The COVID 19 pandemic had a significant impact on both the administration and instructional delivery. A close partnership between administrators and teachers is essential to students' overall growth, particularly in this COVID 19 era.  This study employed a descriptive correlational research design. A survey was done using online to selected schools in South East Asian countries. From the study, it can be inferred that the highly positive results are seen on the level of principal shared leadership practices are manifested by the school heads, teachers' soft skills enhancement, and learners' competitiveness. The school heads are capable of exuding shared leadership aspects on effective communication, proper coordination, direction, and influence. Test of relationship showed a positive interplay between principals' shared leadership with the selected variables on teachers' soft skills and learners' competitiveness. Research on the comparative impacts of leadership styles will assist policymakers and practitioners in better understand which leadership techniques are most successful for specific elements of school reform efforts, in our view. Further, the implications of this study will help teachers better their interpersonal and administrative abilities while administrators are urged to continue to improve their leadership techniques. The result of this present study will provide a way for policymakers and other stakeholders to fund allocation and develop a plan of action to strengthen principal leadership in the COVID 19 era.

The idea of “library as place” has become challenged/problematized because of two concurrent realities—the pandemic and the growing popularity of online instructional delivery. These two realities have aggravated longstanding questions about the status of small theological libraries already struggling with limited personnel and resources. How can we envision the “theological library as place” in such a way that we can revalue physical space while also orienting and guiding development of virtual spaces? After speakers have shared concepts and resources, participants will be broken up into small groups to discuss experiences including challenges and successes and may focus on either physical place or virtual place.

The education field has undergone a new norm due to the pandemic of COVID-19 and it can be seen that new techniques and improvements can be applied among the educators and students. In a Malaysian context, it is revealed that a majority of universities have enhanced the quality of teaching via online platforms such as Cisco Webex, Google Meet, Zoom and many more that provide the medium for instructional delivery. However, it is also imperative to view the situation from the students’ perspectives in order to identify the issues that have occurred throughout the online learning process. The current study is conducted to identify the level of adaptability among students towards online learning and it consists of several components such as physical, spiritual, and emotional aspects. The respondents were selected through purposive sampling from selected local universities in Malaysia where about 316 students participated. This study was done quantitatively, and the results were analysed using Smart PLS 3.2.8. The findings showed that there were high values of Cronbach alpha and composite reliability which indicates that students agreed with the items in all the constructs in terms of physical (α=0.879, CR=0.906), spiritual (α =0.863, CR=0.901), emotional (α=0.953, CR=0.961) and adaptability (α=0.913, CR=0.931). The validity (AVE) of all the constructs were also in the acceptable range. It reveals that the physical, spiritual, and emotional components are imperative in order to ensure students could adapt with the new norm of online learning during the pandemic of COVID-19. Other than that, it shows that a balance well-being could hinder problems related to tough learning situation especially in online learning. Keywords: Online learning; Malaysian student, Well-being, Pandemic, Adaptability

The last couple of years have seen an increasing demand on university teachers, especially in the developing world, to apply innovations to their instructional delivery to meet students’ needs and cater to national aspirations. To succeed in this, a digital leadership initiative that ensures effective use of technology-mediated instruction is indispensable. This study used the context of Ghana to examine the kinds of digital technology tools university teachers in the developing world often used in their teaching as digital leaders and whether the tools were effective in promoting academic work. The study used the embedded mixed method design based on which 252 teachers of the country’s universities were accidentally selected to complete questionnaires. Data were analysed using descriptive and inferential statistics. The study mainly found laptops, mobile phones, and projectors as the commonest digital technology tools used in teaching by the participants, and they thought that the tools effectively promoted academic work. The findings have global implications because knowing the effectiveness of digital technology use in higher education teaching in Ghana could serve as a source of information on measures to mitigate the impact of the Covid-19 pandemic on the academic work of HEIs in developing countries.