Exploring Virtual Teaching Skills among Library and Information Science Educators A Cross-Sectional Analysis of Modibbo Adama University and Taraba State University Section Articles

Abstract

This study examines the virtual teaching skills of Library and Information Science (LIS) educators at Modibbo Adama University, Yola, and Taraba State University. The objectives of the study is to assess the platforms utilized for teaching by LIS educators at Moddibo Adama University and Taraba State University, to determine the levels of virtual teaching skills of LIS educators at Moddibo Adama University and Taraba State University, to assess the benefits of virtual teaching skills in enhancing teaching by LIS educators at Moddibo Adama University and Taraba State University, to ascertain the challenges facing the application of virtual teaching by LIS educators at Moddibo Adama University and Taraba State University and to explore the strategies used in combating the challenges faced by LIS educators at Moddibo Adama University and Taraba State University. The researcher used a quantitative research methodology and a cross-sectional research design focusing on 36 LIS educators sampled using census sampling technique from the Departments of Library and Information Science in Moddibo Adama University and Taraba State University. The findings on the digital platforms utilized indicated a strong preference for Zoom and WhatsApp among LIS educators, with Google Classroom also being a significant tool. Also, the educators demonstrate high level of virtual teaching skills and confidence in their virtual teaching abilities, with all respondents either strongly agreeing or agreeing on their effectiveness. The study reveals the inclusivity and accessibility benefits of virtual teaching, highlighting its ability to reach distant students and enhance digital literacy. However, significant challenges include poor funding, limited internet access, and insufficient commitment from educators and students. Specific difficulties for visually impaired learners and a lack of indigenous technology also hinder virtual teaching effectiveness.  The researcher concludes that virtual teaching in academic institutions will lead to a transformative educational approach despite some substantial challenges such as inadequate funding, internet connectivity issues, accessibility issues for visually impaired learners and the need for more indigenous technology solutions. Therefore, to address these challenges, the study recommends increased funding for virtual education, improved internet access and stable electricity, development of assistive technologies for visually impaired learners, continuous digital development programs for educators and students and investment in local technological solutions, and fostering a culture of commitment to virtual learning. These strategies aim to enhance the quality, inclusivity, and accessibility of virtual education in these institutions.