Since the emergence of the novel Corona-Virus 2019 (COVID-19) pandemic and its attendant effect which span through all aspects of human endeavours including education, it has necessitated both the instructors and the learners to adopt and adapt several mobile and social media applications for instructional delivery and learning purposes. These mobile and social media applications allow for synchronous and asynchronous instructions and learning. Telegram as one of such media has proven to be a better substitute to the conventional classroom for both instructors and learners alike. Research lately across different discipline have consistently yielded results that tend to emphasize that Telegram utilization is an effective online instructional delivery medium. It can be used for creating and sharing online live and recorded videos/presentations and ensuring learners’ participation by asking them to make comments. The platform encourages self-paced learning via internet enabled mobile gadgets and eliminates or reduces the requirements of physical learning environments. In view of the crucial role that Telegram plays in effective instructional content delivery, if and when well implemented, this paper takes into consideration a general overview of Telegram Application, outlines the features, benefits accruable to using Telegram for instruction, and also the advantages and disadvantages associated with using Telegram for instructional content delivery in post COVID-19 era.
Purpose: The study examined the effect of Google Classroom Application on undergraduate students’ scores in Educational Technology in the University of Calabar, Nigeria. Methodology: Two null hypotheses were formulated to guide the study, Quasi-experimental research design using pre-test posttest non-randomized control group design was adopted for the study. The population is made up of al undergraduates offering Educational Technology as a course in the University of Calabar. A sample of 160 year two students of educational technology comprising of 85 female and 75 male were purposively sampled for the study. The Google Classroom Application and Educational Technology Performance Test (ETPT) were the instruments used for data collection. The results of the study were analyzed using Analysis of Covariance (ANCOVA). Findings: The results revealed that there is a significant difference in undergraduates students’ scores in educational technology taught with the Google Classroom Application and those taught using expository method, there was also a significant difference in performance scores between male and female students taught using Google Classroom Application,. Unique contribution to theory, practice and policy: It was therefore recommended Google Classroom Application should be used always to promote students’ academic performance in educational technology and that Lecturers should equally upgrade their skills on the utilization of Google classroom and other technological applications to stay afloat with 21st century skills online units best global practices.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.