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Impact of Higher-Institution-Organised Training and MOOCs on Academic Staffs' Innovative Skills Acquisition: Integrating and Developing Sustainable Digital Pedagogical Online-Learning Resources

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Title: Impact of Higher-Institution-Organised Training and MOOCs on Academic Staffs' Innovative Skills Acquisition: Integrating and Developing Sustainable Digital Pedagogical Online-Learning Resources
Language: English
Authors: Adebowale Oluwasegun Adebagbo (ORCID 0000-0001-8505-5657), Ibraheem A. Abdul (ORCID 0000-0003-1084-7478), Kazeem Adetunji Sodiq (ORCID 0000-0003-0032-6062), Open/Technology in Education, Society, and Scholarship Association (OTESSA)
Source: OTESSA Conference Proceedings. 2023.
Availability: Open/Technology in Education, Society, and Scholarship Association. 3800 Finnerty Road, MacLaurin Building Room A568, University of Victoria, Faculty of Education, Victoria, BC, V8W 2Y2 Canada. e-mail: publications@otessa.org; Web site: https://conference.otessa.org/index.php/conference/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Research
Tests/Questionnaires
Descriptors: MOOCs, Technology Uses in Education, Online Courses, Pedagogical Content Knowledge, Technology Integration, Technological Literacy, Faculty Development, Skill Development, Foreign Countries, Teacher Competencies, Training
Geographic Terms: Nigeria
DOI: 10.18357/otessac.2024.4.1.367
Abstract: The teaching and learning innovations in this post-COVID pandemic study focus on improving content knowledge, pedagogy, instructional resources, the learning environment, and learning outcomes. Using technologies to provide sustainable interventions is good, but adopting innovative digital pedagogical resources to facilitate instructional activities for the future is challenging because of digital skills required. Lacking this knowledge could lead to inappropriate integration for pedagogical practices and problems for learners. In this research, among the massive open online courses (MOOCs) that the academic staff used to acquire the digital skills for online learning were two Commonwealth of Learning MOOCs: Introduction to Technology-Enabled Learning and Using Open Education Resources for Online Learning. Considering training and standards, this study investigated innovative pedagogical digital skills acquired by academics participating in higher-institution-organised training, compared to those participating in MOOCs in Nigeria. Purposive sampling was used for the descriptive survey. A validated questionnaire, ASOLICQ (0.86 reliability co-efficient), was used for data collection. Data were analysed using frequency, percentage, correlation, and chi-square. Findings revealed a significant difference between levels of skill acquired by staff trained with the two different methods. Based on the findings, recommendations emphasise provision of quality assurance, engaging hands-on practices, participatory learning reflection sessions, and friendly monitoring.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED676698
Database: ERIC
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  Data: Impact of Higher-Institution-Organised Training and MOOCs on Academic Staffs' Innovative Skills Acquisition: Integrating and Developing Sustainable Digital Pedagogical Online-Learning Resources
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  Data: <searchLink fieldCode="AR" term="%22Adebowale+Oluwasegun+Adebagbo%22">Adebowale Oluwasegun Adebagbo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8505-5657">0000-0001-8505-5657</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ibraheem+A%2E+Abdul%22">Ibraheem A. Abdul</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1084-7478">0000-0003-1084-7478</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kazeem+Adetunji+Sodiq%22">Kazeem Adetunji Sodiq</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0032-6062">0000-0003-0032-6062</externalLink>)<br /><searchLink fieldCode="AR" term="%22Open%2FTechnology+in+Education%2C+Society%2C+and+Scholarship+Association+%28OTESSA%29%22">Open/Technology in Education, Society, and Scholarship Association (OTESSA)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22OTESSA+Conference+Proceedings%22"><i>OTESSA Conference Proceedings</i></searchLink>. 2023.
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  Data: Open/Technology in Education, Society, and Scholarship Association. 3800 Finnerty Road, MacLaurin Building Room A568, University of Victoria, Faculty of Education, Victoria, BC, V8W 2Y2 Canada. e-mail: publications@otessa.org; Web site: https://conference.otessa.org/index.php/conference/
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  Data: 10.18357/otessac.2024.4.1.367
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  Data: The teaching and learning innovations in this post-COVID pandemic study focus on improving content knowledge, pedagogy, instructional resources, the learning environment, and learning outcomes. Using technologies to provide sustainable interventions is good, but adopting innovative digital pedagogical resources to facilitate instructional activities for the future is challenging because of digital skills required. Lacking this knowledge could lead to inappropriate integration for pedagogical practices and problems for learners. In this research, among the massive open online courses (MOOCs) that the academic staff used to acquire the digital skills for online learning were two Commonwealth of Learning MOOCs: Introduction to Technology-Enabled Learning and Using Open Education Resources for Online Learning. Considering training and standards, this study investigated innovative pedagogical digital skills acquired by academics participating in higher-institution-organised training, compared to those participating in MOOCs in Nigeria. Purposive sampling was used for the descriptive survey. A validated questionnaire, ASOLICQ (0.86 reliability co-efficient), was used for data collection. Data were analysed using frequency, percentage, correlation, and chi-square. Findings revealed a significant difference between levels of skill acquired by staff trained with the two different methods. Based on the findings, recommendations emphasise provision of quality assurance, engaging hands-on practices, participatory learning reflection sessions, and friendly monitoring.
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