Imperatives of Online Learning in Tertiary Institutions During COVID-19 Pandemic

Abstract

The COVID-19 pandemic precipitated a seismic shift in the global educational landscape, compelling tertiary institutions to swiftly adopt online teaching and learning as a critical imperative. This abstract explores the multifaceted imperatives that drove this transformative change. Firstly, the pandemic necessitated the continuity of education, prompting universities and colleges to transition to online modalities to mitigate learning disruption. Second, online learning emerged as a means to bridge the digital divide, enabling access to education for students in remote or underserved areas. Furthermore, online education contributed to safeguarding the health and well-being of students and educators by reducing physical interactions and adhering to safety measures. Flexibility became paramount during the pandemic, and online learning provided a versatile platform. It allowed for varied instructional approaches, synchronous and asynchronous learning, and adaptive strategies to cater to diverse student needs. The pandemic also accelerated the development of digital literacy skills among both students and educators, preparing them for an increasingly technology-driven future. Lastly, the imperative to foster innovation in education emerged, as educators and institutions explored new pedagogical techniques and technology tools to engage students effectively in the online realm. In conclusion, the imperatives of online teaching and learning in tertiary institutions during the COVID-19 pandemic encompassed ensuring educational continuity, addressing digital disparities, prioritizing health and safety, offering flexibility, enhancing digital literacy, and stimulating innovation. These imperatives have reshaped the landscape of higher education, leaving a lasting impact on the future of teaching and learning.