GOOGLE CLASSROOM FOR TEACHING IN OBAFEMI AWOLOWO UNIVERSITY DURING COVID-19: IMPLICATIONS FOR ADULT LEARNING IN A POST-PANDEMIC ERA

Autors/ores

  • Adejoke Clara Babalola PhD, Department of Adult Education and Lifelong Learning, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria
  • Ismaila Bojang Department of Adult Education and Lifelong Learning, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria

DOI:

https://doi.org/10.46827/ejes.v13i8.6985

Paraules clau:

Google Classroom, digital pedagogy, instructional delivery, lecturers’ perceptions, higher education

Resum

The COVID-19 pandemic accelerated the application of digital learning platforms in higher education, and Google Classroom emerged as one of the main tools for teaching and learning continuity. This study evaluated the extent of lecturers’ perceptions of Google Classroom in teaching at Obafemi Awolowo University. A descriptive survey design was used, and data were collected through a structured questionnaire with 80 purposively selected lecturers. The data were analysed using frequency counts and percentages. Results indicated that lecturers viewed Google Classroom positively because it helped to promote more flexibility, accessibility, collaboration, feedback and organization of learning. Nevertheless, it was noted that there were limitations of its application, which include a lack of support for practical and technical learning, a limited breadth of integration, infrastructural limitations and fears about promoting higher-order thinking and complex assessment approaches. The study concluded that Google Classroom and its use are a good teaching tool; however, it is not necessarily revolutionary. The effectiveness is conditional on digital skills as well as institutional support or technological infrastructure. The study suggests upgrading instructor training, enhancing technology assistance, embedding more digital tools in education systems and encouraging low-cost access to digital learning resources.

Biografies de l'autor/a

  • Adejoke Clara Babalola, PhD, Department of Adult Education and Lifelong Learning, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria

    Dr. Babalola Adejoke Clara is currently an Associate Professor in the Department of Adult Education and Lifelong Learning at Obafemi Awolowo University, Ile-Ife Osun State, Nigeria. Dr. Babalola earned her Ph.D in Adult Education, her Master of Art in Adult Education from Obafemi Awolowo University, Ile-Ife, Nigeria, and her Bachelor of Education in Adult Education/ Administration from University of Nigeria Nsukka. Dr. Adejoke Babalola has served as a facilitator in many workshops on professional development of teachers, lecturers and administrators in tertiary institutions and awareness raising on prevention of sexual violence and abuse among students in tertiary institutions in south-western Nigeria. Her research area covers adult learning and gender studies. Her academic profiles can be accessed through:

    ResearchGate: https://www.researchgate.net/profile/Adejoke-Babalola

    Google Scholar: https://scholar.google.com/citations?hl=en&user=MBwjskoAAAAJ

    LinkedIn: https://www.linkedin.com/in/joke-babalola-6a02a595/

    Academia.edu: https://independent.academia.edu/JokeBabalola

    ISCAE: http://iscae.org/members.htm

    ORCID: https://orcid.org/0000-0002-4800-6730  

  • Ismaila Bojang, Department of Adult Education and Lifelong Learning, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria

    Mr. Ismaila Bojang is a Master’s student in Adult Education at Obafemi Awolowo University, Nigeria, with an academic background in English Language from the University of The Gambia. His academic and research interests are centred on Open and Distance Learning (ODL), online and digital learning, distance education, adult and lifelong learning, and the use of educational technologies to expand access to and participation in education.

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Descàrregues

Publicat

2026-09-04

Número

Vol. 13 Núm. 8 (2026)

Secció

Articles

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