Effectiveness of online learning: a multi-complementary approach research with responses from the COVID-19 pandemic period

The effects of Covid-19 pandemic on the education system in Nigeria: The role of competency-based education

“…The study also pinpointed that the engagement of students in electronic education increases their competency and confidence to acquire digital knowledge and skills and master how to apply them in their learning activities ( Scull et al., 2020 ). On the teachers' side, teaching with smart devices fosters creativity and immense digital literacy to instruct learners effectively and enhance competency-based learning ( Batdı, Doğan, & Talan, 2021 ). The suggestions this article raised to the education policymakers, school administrators, and stakeholders were from the complaints of the students during the shutdown of the schools for over six months at the emergence of coronavirus, due to schools leadership provided no continuous learning platforms for them while at home.…”

“…This satisfies the argument of ( Bacon & Peacock, 2021 ) on the traditional way of teaching will not be annihilated in place of digital distance education. According to ( Batdı, Doğan, & Talan, 2021 ) the combination of these two concepts of learning (i) physical learning mode and (ii) technology enhance learning strategically creates an intense competency level in teachers and students. The cointegration of these two modes of instruction and schooling sustains the looming pandemic that is still on the rise to avoid the reoccurrence of school closure during the initial lockdown.…”

The development of positive education combined with online learning: Based on theories and practices

“…Online learning was first put forward in 1995, which is the process of teaching and learning in the Internet environment (Singh and Thurman, 2019). Compared to traditional offline education, online learning has numerous advantages, such as ease of teaching online, flexibility of work schedule, and few space limitations (Watson, 2008;Al-Zaidiyeen et al, 2010;10.3389/fpsyg.2022.952784 Frontiers in Psychology 04 frontiersin.org Karasneh et al, 2021); adaptability to broad learning styles (Mehlenbacher et al, 2000;Daughenbaugh et al, 2002;Stern, 2004); variety of multimedia resources accessible (Bączek et al, 2021;Pelletier et al, 2021); ease in monitoring and documenting teaching activities (Gherheș et al, 2021); reduction in educational expenses (Nguyen, 2015;Batdi et al, 2021), and so on. However, online education also has some drawbacks, such as a lack of efficiency in receiving students' responses to requests, procrastination, poor attendance, a sense of isolation, and less satisfied with the learning experience (Carr, 2000;Rivera et al, 2002;Wang et al, 2017;Heuberger and Clark, 2019;Danchikov et al, 2021).…”

Rethinking Evaluating the Use of Distance Learning Systems in the Context of the Unified Theory of Acceptance and Use of Technology-2

“…These systems, both web-based and mobile compatible (Akkuş & Kapıdere, 2015), are now being produced and offer low cost of ownership and tools to solve educational problems in a variety of environments in public institutions and the private sector. Without time and location constraints, these systems provide various opportunities such as personal and professional development, participation in academic or certificate programmes for individuals who have limited time for work reasons or cannot be at the location where classes are being held (Akyürek, 2020;Al & Madran, 2004;Batdi, Dogan & Talan, 2021;Carswell & Venkatesh, 2002). Therefore, such a system enables educational equity and supports lifelong learning.…”