ABSTRACT
This research project aims to investigate the utilization of asynchronous and synchronous teaching and learning approaches by business educators in tertiary institutions in Plateau State, Nigeria, in response to the new normal of instructional delivery. With the advent of the COVID-19 pandemic, educational institutions have had to adapt to remote and hybrid learning environments. This study seeks to explore how business educators in Plateau State have adopted and utilized asynchronous and synchronous teaching and learning approaches, examine their experiences and challenges, assess the effectiveness of these approaches in achieving learning outcomes, and propose recommendations for enhancing instructional delivery in the new normal.
A mixed-methods research design will be employed, utilizing surveys, interviews, and classroom observations to collect data from business educators and students. The research objectives include exploring the utilization of asynchronous and synchronous teaching and learning approaches by business educators, examining their experiences and challenges in implementing these approaches, assessing the effectiveness of these approaches in achieving learning outcomes, and proposing recommendations for enhancing instructional delivery in the new normal.
The findings of this research project will contribute to the existing body of knowledge by providing insights into the utilization of asynchronous and synchronous teaching and learning approaches by business educators in Plateau State. The research will identify the extent to which these approaches have been adopted, the specific strategies and technologies employed, and the perceived benefits and limitations. Additionally, the study will examine the experiences and challenges faced by business educators in implementing these approaches, considering factors such as technological infrastructure, pedagogical training, student engagement, and assessment methods. Furthermore, the research will assess the effectiveness of asynchronous and synchronous approaches in achieving learning outcomes, considering student performance, satisfaction, and learning experiences. Based on the findings, recommendations will be proposed for enhancing instructional delivery in the new normal, encompassing faculty development, technological support, curriculum design, and student support services.
The implications of this research extend to business educators, students, educational institutions, policymakers, and educational technology providers. The findings will provide business educators with insights into the utilization of asynchronous and synchronous approaches, guiding their instructional practices and professional development efforts. Students can benefit from the research findings by understanding the advantages and challenges of these approaches and adapting their learning strategies accordingly. Educational institutions can utilize the research findings to develop supportive policies, provide training opportunities, and allocate resources effectively. Policymakers can consider the implications of the research when formulating policies and initiatives that promote effective instructional delivery in the new normal. Educational technology providers can utilize the research findings to develop and improve tools and platforms that facilitate asynchronous and synchronous learning experiences
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
BUSINESS EDUCATORS’ UTILIZATION OF ASYNCHRONOUS AND SYNCHRONOUS TEACHING AND LEARNING APPROACHES AS THE NEW NORMAL FOR INSTRUCTIONAL DELIVERY IN TERTIARY INSTITUTIONS IN PLATEAU STATE, GET MORE PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.
