- Sorgwe, Ovie
- DOI: 10.5281/zenodo.20630350
- GAS Journal of Education and Literature (GASJEL)
This
study investigated lecturers’ perception and readiness for blended learning in
the Faculty of Basic Medical Sciences, College of Health Sciences, University
of Port Harcourt, Nigeria, using pre-COVID-19 data obtained before the global
disruption of higher education by the coronavirus pandemic. The study became
necessary in view of the rapid digital transformation that occurred in higher
education during and after the COVID-19 pandemic, which compelled universities
worldwide to adopt online and blended learning approaches. Consequently, the
study sought to provide retrospective baseline evidence regarding lecturers’
awareness, knowledge, perception, and readiness for blended learning prior to
the pandemic-driven transition to technology-enhanced learning. Specifically,
the study examined lecturers’ awareness of blended learning, sources of
awareness, knowledge of blended learning concepts, perceptions regarding the
usefulness and ease of use of blended learning, and the influence of
demographic variables such as gender, age, academic rank, and awareness on
lecturers’ perception and knowledge of blended learning.
The
study adopted a cross-sectional survey research design involving both descriptive
and inferential statistical approaches. The population of the study comprised
lecturers in the Faculty of Basic Medical Sciences, College of Health Sciences,
University of Port Harcourt. Using the Taro Yamane formula and simple random
sampling technique, a sample size of seventy-two (72) lecturers was selected
for the study. However, fifty-six (56) valid copies of the questionnaire were
retrieved and used for analysis, representing a response rate of 77.8%. The
instrument used for data collection was a structured questionnaire titled
Lecturers’ Perception of Blended Learning Questionnaire (LPBLQ). The instrument
was validated by experts in Educational Technology and Measurement and
Evaluation, while reliability testing using Cronbach Alpha yielded a reliability
coefficient of 0.82, indicating high internal consistency. Data collected were
analyzed using descriptive statistics such as frequencies, percentages, and
mean scores, while Chi-square statistical analysis was used to test the
hypotheses at 0.05 level of significance.
The
findings revealed that lecturers demonstrated a high level of awareness of
blended learning prior to the COVID-19 pandemic, with the internet and online
platforms emerging as the major sources of awareness, followed by workshops and
seminars. Despite the high awareness observed, lecturers demonstrated only
moderate knowledge and competence regarding blended learning implementation,
particularly in areas relating to blended course design, online assessment, and
instructional integration. The findings further revealed that lecturers
generally possessed positive perceptions regarding the usefulness and ease of
use of blended learning and believed that blended learning could improve
instructional effectiveness, learner engagement, and educational flexibility
within medical education. The study also revealed statistically significant
relationships between gender and lecturers’ perception of blended learning, age
and perception of blended learning, academic rank and knowledge of blended learning,
as well as awareness and perception of blended learning.
The study concluded that although lecturers within the Faculty of Basic Medical Sciences possessed considerable awareness and positive perceptions toward blended learning before the COVID-19 pandemic, practical readiness and technological competence for large-scale implementation remained only moderate. The study therefore provides important retrospective baseline evidence for understanding the pre-pandemic state of digital preparedness within medical education and contributes to contemporary discussions on digital transformation, technology integration, and sustainable blended learning implementation in Nigerian higher education.
