An investigation of challenges in transitioning from traditional to online education in secondary schools in Makurdi Central LGA, Benue State
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- NGN 5000
Background of the Study:
The transition from traditional classroom-based education to online learning represents a significant paradigm shift in the delivery of education. In secondary schools in Makurdi Central LGA, Benue State, this change has been accelerated by global disruptions and rapid technological advancements. Traditional methods, rooted in face-to-face instruction, are now being re-evaluated in light of digital innovations that promise flexibility, scalability, and personalized learning. However, the shift to online education is complex, involving both infrastructural upgrades and a transformation in pedagogical approaches (Nwachukwu, 2023). In Makurdi Central LGA, many schools are still adapting to the digital era, with teachers and students facing steep learning curves as they integrate new technologies into daily lessons. Challenges such as inconsistent internet connectivity, insufficient digital devices, and limited technical support hinder effective implementation. Additionally, cultural resistance to abandoning conventional teaching methods further complicates the transition (Okoro, 2024). Recent studies indicate that while some institutions have embraced online education with considerable success, others struggle to bridge the gap between legacy systems and modern digital requirements (Ijeoma, 2023). This study aims to investigate the multifaceted challenges encountered during the transition from traditional to online education in secondary schools in Makurdi Central LGA. By examining both technological and human factors, the research will offer insights into how schools can better navigate this complex process and develop strategies to ensure a smoother, more effective transition.
Statement of the Problem:
The rapid transition from traditional to online education in Makurdi Central LGA has presented several challenges that threaten the quality and continuity of learning. Although significant investments have been made in digital infrastructure, many secondary schools continue to face obstacles such as unreliable internet connectivity, limited access to digital devices, and insufficient technical support (Chukwu, 2023). Furthermore, a lack of adequate teacher training in digital pedagogy hampers the effective delivery of online instruction, resulting in reduced student engagement and academic performance. Cultural resistance to change and deeply embedded traditional teaching practices further compound these issues. The absence of standardized protocols for online instruction has led to inconsistent outcomes across different schools, raising concerns about the scalability and sustainability of digital education initiatives. This study seeks to identify the core challenges faced during the transition process and to propose practical strategies to mitigate these issues, ensuring that online education can be effectively and equitably implemented.
Objectives of the Study:
– To identify the key challenges in transitioning from traditional to online education in secondary schools.
– To assess the impact of these challenges on teaching and learning processes.
– To propose strategies for facilitating a smoother transition to online education.
Research Questions:
– What are the primary challenges encountered during the transition from traditional to online education?
– How do infrastructural and human factors affect the implementation of online education in Makurdi Central LGA?
– What strategies can be adopted to overcome the challenges associated with this transition?
Research Hypotheses:
– H1: Infrastructural inadequacies significantly hinder the effective transition to online education.
– H2: Lack of teacher training negatively impacts the quality of online instruction.
– H3: Strategic interventions and support systems can facilitate a smoother transition to digital learning environments.
Significance of the Study:
This study offers valuable insights into the challenges faced during the transition from traditional to online education in secondary schools in Makurdi Central LGA. Its findings will aid policymakers, educators, and administrators in understanding and addressing obstacles inherent in this shift. By identifying key issues and proposing actionable solutions, the research contributes to the development of effective digital transformation strategies, ultimately enhancing the quality and accessibility of education in the region (Uche, 2024).
Scope and Limitations of the Study:
Limited to the topic only.
Definitions of Terms:
• Traditional Education: Conventional classroom-based teaching methods involving face-to-face interactions.
• Online Education: The delivery of educational content through digital platforms.
• Transition Challenges: Difficulties encountered when shifting from traditional to digital learning modalities.
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