Lecturers Perceived Proficiency in The Use of Virtual Classrooms for Instruction in Colleges of Education
Keywords:
Education gender, Lecturers, Perceived proficiency, Virtual classroom, Years of teaching experienceAbstract
Virtual Classrooms (VCs) are digital platforms that create an
atmosphere by integrating internet technologies in which
instructors, students. Scholars and interested persons can
engage, connect, communicate and describe their thought
and opinions in a well-organized, pedagogical, and
professional manner. The study investigated lecturers’
perceived proficiency in the use of VCs for teaching and
learning in colleges of education in Ondo State, southwestern Nigeria. The objectives were to (i) investigate
lecturers’ perceived proficiency in the use of Virtual
Classrooms for instruction; (ii) determine the difference in
lecturers’ gender on their perceived proficiency in the use of
virtual classrooms for instruction; and (iii) investigate
lecturers’ perceived proficiency in the use of virtual
classrooms for instruction based on years of experience.
Questionnaires were administered to 298 lecturers. Findings
indicated that irrespective of gender, lecturers’ perceived
proficiency towards the use of VCs do not vary, while
lecturers’ perceived proficiency are influenced by their years
of teaching experience with a statistical value of t (298) =
4.86, p = .000) in favor of less experienced lecturers’. The
study recommended among others that concerned agencies
and school management should sensitize, train, and provide
an enabling environment that will encourage the use of VCs
among COE lecturers irrespective of gender and years of
teaching experience.
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