Sustaining Learning during COVID-19 Seismic Shift: The Need to Develop Flexible Pedagogy

  • Dr Folasade Esther Jimola Ekiti State University
  • Dr. (Mrs.) G.O. Ofodu Ekiti State University, Nigeria
Keywords: COVID-19 pandemic, emergencies, pedagogy, learning styles, connectivism


This study examines the impact of COVID-19 pandemic on educational system; investigates how meaningful learning is promoted and continued despite the unprecedented global challenges; and investigates if the channels through which learning is promoted cater for students' learning styles. Two hundred and one secondary school students selected from Ekiti State, Nigeria, participated in the descriptive research study. A validated questionnaire was used to gather data from the respondents. The study found out that the learning channels mostly employed during the pandemic were television stations, school on-air via radio programme, virtual learning, and private teaching. The findings revealed that respondents had no preference for specific perceptual learning styles but embraced different learning channels employed. They modified their learning styles and developed flexibility in learning. A recommendation was provided that new viable policies that promote diverse learning opportunities and alternative learning strategies capable of mitigating the present and future academic obstructions should be made and diligently implemented. This paper concludes that during future emergencies, diverse learning platforms, channels, and digital media employed for learning should cater to students' learning styles: visual, auditory, tactile, kinesthetic, group, and individual. It is noteworthy that learners would learn better if they are exposed to varieties of teaching/learning media.


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Author Biography

Dr. (Mrs.) G.O. Ofodu, Ekiti State University, Nigeria

Associate Professor, Arts and Language Education Department. 



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How to Cite
Jimola, F. E., & Ofodu, G. O. (2021). Sustaining Learning during COVID-19 Seismic Shift: The Need to Develop Flexible Pedagogy. Interdisciplinary Journal of Education Research , 3(1), 13-26.