Redesigning Educational Delivery Systems: The Needs and Options for Continuous Learning during the Coronavirus (COVID-19) Pandemic in Nigeria

Oct 15, 2026

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Education was among the most severely affected sectors of Nigeria’s economy after the first COVID-19 index case was detected on February 27, 2020. To limit transmission, the federal government suspended in-class teaching and learning, disrupting schooling. This paper analyzes Nigeria’s education status and government efforts toward continuous learning compared with measures in other developing countries, and reviews five online learning platforms for remote instruction. Distance learning, social media, virtual classroom, M-learning, and flipped classroom are proposed to sustain education during and after the pandemic.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

COVID-19 outbreak and global response

Nigeria’s education disruption and government suspension measures

Rationale for continuous learning options

Redesigning Educational Delivery Systems: The Needs and Options for Continuous Learning during the Coronavirus (COVID-19) Pandemic in Nigeria Emeka Joshua Chukwuemeka Department of Educational Technology Federal University of Technology, Minna, Niger State, Nigeria ORCID: 0000-0002-1985-8002 Samaila Dominic Department of Educational Technology Federal University of Technology, Minna, Niger State, Nigeria ORCID: 0000-0002-5684-9332 Mary Ayanjoke Kareem Department of Educational Technology Federal University of Technology, Minna, Niger State, Nigeria ORCID: 0000-0003-2536-177X Ibrahim Ango Mailafia Department of Science Education, Kebbi State University of Science and Technology, Aliero, Nigeria ORCID: 0000-0001-8036-3757 Received: 20 Apr 2020 Accepted: 28 Jun 2020 Abstract Education has been one of the worst-hit sectors of the economy since the detection of the first index case of Covid-19 in Nigeria on February 27, 2020. Like many affected countries of the world, the Federal government of Nigeria has taken several necessary precautionary measures to curtail the spread of the disease. This has led to the suspension of all educational activities especially in-class teaching and learning processes. This paper studied the state of education in Nigeria and the effort of government towards continuous education in comparison to the measures put in place by other developing countries during the COVID-19 pandemic. The paper equally reviewed five different available and popular online learning platforms that can be implemented by the government to provide start-up educational programs that would help to keep students on course by learning remotely from home throughout the period of Covid- 19 pandemic. These include Distance Learning, Social media, Virtual Classroom, M-Learning, and Flipped classroom. Implementation of these online forms of education will successfully offer alternatives and ensure continuous education presently and in the future. The recommendations of this study would be useful even for other developing countries that are yet to discover any alternative to the disrupted inclass learning activities so that their students will start to learn from home. Keywords: COVID-19, Coronavirus, open and distance learning, social media, virtual classroom, mobile learning, flipped classroom INTRODUCTION Since the outbreak of an acute respiratory disease caused by Coronavirus Sars-Cov-2 from Wuhan, Hubei province in China in December 2019, the World Health Organisation (WHO) as a matter of international concern declared the disease a global public health emergency that poses threat to the social coexistence, Figure 1. Number of Confirmed Covid-19 Cases Reported in the last Seven Days by Country, Territory or Area, between 25th April to 1st May, 2020 Source: WHO (2020) . global economy and sustainability. This is because of its obvious impact on all aspects of human activities which has caused a difficult time for the global community throughout the first quarter of year 2020 (Akwa & Maingi, 2020; Demuyakor, 2020) . Thus, many countries across the globe have responded seriously in a cooperative effort to fight the pandemic (WHO, 2020a, 2020b; World Bank, 2020) . Coronavirus is a serious health problem that requires cooperation and precautionary measures to be taken to stop the spread of the virus. According to Fong et al. (2020), countries worldwide have taken measures such as declaring a state of emergency, improving medical provision, minimizing mass gathering, closing borders, recreational centres, schools, libraries, businesses, religious and sporting activities, also enforcing strict city surveillance, individual quarantines and building large-scale isolations centres. On the other hand, COVID-19 awareness and sensitisation programs were also mediums adopted by some governments. The study of Akwa and Maingi (2020) on the awareness and perceptions of Cameroonian population on the exis

FAQs

Why was continuous learning needed in Nigeria during the COVID-19 pandemic?

Education faced major disruption after the COVID-19 index case in Nigeria, leading to suspension of in-class teaching and learning activities. Continuous learning approaches were required to keep students progressing while staying at home.

What continuous education measures did the Nigerian government take initially?

The federal government implemented precautionary measures such as social distancing and, through the minister of education, announced the immediate suspension of all educational activities on 23 March 2020.

Which online learning platforms were reviewed for remote education?

The paper reviewed five popular online learning options: Distance Learning, Social media, Virtual Classroom, M-Learning, and the Flipped classroom, intended to support remote learning from home.

Oct 15, 2026

Upload by nayy☆