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The purpose of the study is to investigate the use of social media platforms in teaching/learning in the period of lockdown caused by the COVID-19 pandemic in Nigeria.

The study adopted a survey method and an online questionnaire was designed using SurveyMonkey for data collection from students in the Department of Library and Information Science (LIS) in some universities in Nigeria. In total, 1,290 students and five lecturers participated in the survey from five universities in Nigeria. To supplement the data from the questionnaire, the five LIS lecturers were engaged in an interview.

The study found that Zoom and WhatsApp were used by the lecturers to deliver lectures to their students. Lecturers are always available, the opportunity to store lectures and files for re-use at convenience, allows for collaborative learning, sharing learning materials, freedom in asking lecturer questions and conducive learning at home were mentioned as some of the benefits of receiving an online lecture. Some challenges associated with electronic teaching and learning were also identified. The LIS lecturers interviewed mentioned some benefits and challenges of engaging in electronic teaching during the period of lockdown due to the COVID-19 pandemic in Nigeria.

The research offered educators an additional method for teaching and learning in situations where physical contacts are not possible. Because electronic learning platforms are free and can be used at liberty, they require self-discipline and more responsibility from students and lecturers, which might be a challenge. It requires lecturers to generate new skills, be cognitively sensitive and well-sequenced.

Teacher/students relationship can be improved significantly with the use of social media platforms for teaching and learning.

The study reported the use of social media platforms such as WhatsApp, Zoom in the teaching/learning process in the university system in a developing country context.

During the Covid-19 crisis, schools around the world at all levels had to respond to the situation most often without any preparation or time to reorganize their teaching. This chapter investigates how the Covid-19 pandemic amplified the need for equity and how teacher agency evolved through this time period. The study was qualitative and data were collected from 29 individuals from the same number of countries through narratives, and virtual interviews written responses to semi-structured questions. This chapter focuses on two main concepts: equity and agency. The authors met 18 times to work with the data, clarifying understanding of concepts, analyzing meanings, and writing up findings. Findings indicate that equity of access to online teaching and learning was a major challenge during the early stages of the pandemic lockdowns. However, many universities initiated some innovative strategies to minimize the inequities created by the migration to online learning platforms. Both educators' and students' agency evolved during the online and digital tuition provisions and made some agentic decisions that impacted their teaching and learning, respectively. During the Covid-19 pandemic, educators had much to say about their teaching online. Their experience and thinking can be leveraged in discussions about the best way forward after the pandemic experience. The mutual learning that we experienced collaborating internationally in this study points to the significance of using online facility to create and enhance solidarity among educators globally.

This research aims to combine and extend the literature on the self-monitoring approach used by faculty members in online teaching during the COVID-19 pandemic using the Technology Acceptance Model (TAM) model. The study also highlights the challenges faced by faculty members in online teaching.

Based on a mixed methodology approach, the primary data was obtained from the faculty members of the post-graduate business schools. This data enabled the measurement of self-monitoring adopted by the faculty members and the relationship of the factors by using the TAM model. Multivariate regression was adopted to study the relationships between the elements in the TAM model and faculty members’ self-monitoring. Secondly, a few exploratory questions were asked to the respondents about the challenges faced by them during online teaching.

The quantitative analysis conducted using multiple regression directed that the faculty’s contentment with any digital platform influenced their engagement, attention and participation while taking an online class as a part of the self-monitoring process. The perception of the technology platforms used for online teaching affected the faculty members’ self-monitoring dimensions: attention, participation and engagement. Based on the qualitative approach, the thematic analysis pointed out five major challenges for faculty members in conducting online classes: I.T. support, hesitation, interaction with peers and students, proficiency with an online platform and evaluation challenges.

This study was conducted during the complete lockdown of the COVID-19 pandemic; many faculty members were initially trained to get familiarized with the online teaching platforms and educate students. Hence, this study enriches the literature on online teaching during pandemic times.

To ensure that the faculty impacts quality online education and the students obtain the knowledge and skills required, faculty need to alter their pedagogy based on the technology they use to focus on their students’ teaching, learning and needs.

This study measures self-monitoring and its dimensions for faculty members, which is unique in nature. This was the first time the faculty members were imposed with the responsibility of online teaching and ensuring that the learning-teaching process was fruitful. This study has both-theoretical and practical implications as the paper focuses on various insights which can make online teaching-learning more effective.

Globally, the COVID-19 pandemic took institutions of learning and the workplaces by surprise. Offering online learning was an alternative for institutions of higher learning. Were the Kenyan institutions adequately prepared for this? The present study had three specific objectives: (a) to establish the status of policy preparedness of online teaching and learning in Kenyan universities; (b) to explore the infrastructural preparedness of the universities; and (c) to find out the level of competency preparedness of lecturers and students in embracing the facilities for online teaching and learning. The study had an embedded mixed method research design. Data were gathered using an online questionnaire, from 112 lecturers and 372 students, who were conveniently sampled, representing 34 universities and university colleges. Findings suggest that almost all represented institutions have a policy on online teaching and learning, though 50% of participants’ report that the policy did not exist prior to the onset of COVID-19. On the level of infrastructural preparedness, the personal ownership of digital devices among participants is very impressive, though 50% of institutions do not provide any device. Thirdly, the level of competency in the use of the three sets of online platforms for teaching and learning is far below the expected average, but this is improving since the onset of COVID-19. Lecturers have statistically more perceived competence than students (p<0.01). The implication of these results is discussed. And we conclude that the period of forced online teaching and learning need not be considered as a stop-gap measure during COVID-19, but as a way forward for improved self-learning and lifelong learning.

As an institution that has invested in e-learning infrastructure and technology for e-learning delivery, Swinburne University of Technology Sarawak conducted The Digital Educator Series as a means of embracing this educational disruption. In particular, this paper reports on the first three courses held under the Digital Educator Series that aims to equip teachers with practical and effective online teaching to school teachers in Sarawak. While the training is still in effect, preliminary results are shared, and implications for practice and recommendations for further research are considered.

Approximately 136 questionnaires containing close-and open-ended items were distributed to the teacher participants of the Digital Educator Series. Close-ended items were designed to gather general information about their perceptions of online teaching and learning. Items were constructed to gather insights on familiarity with online teaching and learning, perceived usefulness of platforms such as Microsoft Teams and Google Classrooms. The open-ended items were designed to gather information on areas of improvement for the courses and professional development needs of teachers for online teaching.

The findings revealed very mixed responses in terms of teachers' familiarity with online teaching and learning. Nonetheless, it was encouraging that the majority of teachers felt positively about the impact and usefulness of the courses in the Digital Educator Series and have expressed that would like to learn more about online teaching pedagogy. Teachers reported the greatest familiarity with Google Classroom and were very positive about the applicability the Google Classroom Course (91.2%) in their own teaching practice. Conversely, all of the participants reported they were unfamiliar with Microsoft Teams. Accordingly, the teachers did not perceive its applicability to be as high as the Google Classroom. The qualitative findings further corroborated this and expressed the need for specific professional development programmes that include pedagogical and technological support. Overall, the teachers are strongly focussed in their professional development in order to improve their online teaching,

Like other research, this too has its limitations. The sample size in this study was restricted to those who attended the Digital Educator Series training. Hence the results of this study, whilst have been enriching, and to a certain extent are supported by the current literature, the accuracy of the description may be unique to this particular group of individuals, within this particular setting. Additionally, the study only relied on self-reports from both the questionnaire and the semi-structured interviews. This study accepts that self-reports have shortcomings. Not all experiences of the courses would have been readily accessible through the teachers' conscious reflections. This makes it difficult to construct a complete picture of the experience, challenges and identify all salient factors within a particular workshop or training.

Although the adoption of teaching and learning to online platforms is undoubtedly the way to maintain continuity of learning for students, it has also unveiled glaring inequities in Sarawak. Therefore, continuous and personalised professional development needs to be provided, focussing on pedagogical and technological support. There is a need to embrace these changes as a long-term response that will develop and improve over the next few years. That response should include better infrastructure, policies for quality improvement, accessibility standards and strategic plans for continuous access in the future. This includes advocating for platforms that can fit into the core technology environment and for teachers to adopt an innovative mindset.

In light of the complex and multifaceted challenge of transitioning to online learning in Sarawak Malaysia, it was evident that the need for innovative solutions to optimize educational endeavours has become accelerated. To ensure that students are well-supported and widening participation and access to education, it is imperative that the education disruption be embraced. This starts with addressing teachers' digital literacy through a professional development programme of online reaching.

The massive expansion of digital platform has been responsible for the widespread progressive engagement created amongst learners and educators. The practice of requiring student feedback on online learning services ensures that teacher education continues to advance its strategic approach to online learning. This paper aims to examine the level of accessibility and adaptability of digital technology with particular focus on Malaysia, by elaborating the value of superior learning service and practical adaptability of online learning during the pandemic era.

This study was conducted using qualitative approach of data collection, namely via structured interview. The listed respondents included 30 higher learners who participated in the study by providing feedback on the issues encountered during the research process.

The findings revealed that the strategic enhancement of digital accessibility continued with digital adaptability to sources of learning services would contribute to advancing achievement of digital learning pathway.

Increasing accessibility to digital platforms in digital learning system can help to shape the digital environment. Digital expansion can create unlimited boundaries for online knowledge acquisition.

The social implication refers to acquiring the abilities developed through online engagement with peers by actualising and exploring information together with continuous inter-connectedness of sharing pathway in online platform. The instructor would need to give a proportional gateway to make learners experience the digital environment for future education.

This study aims to assess the value of developing accessibility of digital technology for students' online learning services during the pandemic and beyond. A well-structured plan would enable digital learning capabilities and mutual accessibility amongst learners. This can allow digital abilities to be transformed into collaborative teamwork amongst learners.

Faced with the outbreak of the pandemic, Chinese government quickly postponed the opening of schools and advocated “classes suspended but learning continues” project through online learning. In order to understand the teaching effect of online learning and explore a possible transformation of the application of educational information technology in the future, questionnaires have been used in this study to collect data of students, principals, and teachers across China. Most students and principals are satisfied with online learning, while teachers suggest that it is considerably difficult to teach online. Meanwhile, students, schools, and teachers are facing problems, including insufficient adaptation to online learning methods, poor learning quality, imperfect information infrastructure, insufficient learning resources, and so on. Based on the results, the authors propose to explore systematic solutions to guarantee a fair and high-quality development of online teaching. For one thing, the whole education system must ensure the fairness of learning conditions, encourage all-round development, and promote school–home cooperation. For another thing, it is necessary to clarify the connotation of online learning, guarantee the construction of information infrastructure, provide training in information technology and classroom management capabilities, and improve the evaluation system of online learning activities.

The Coronavirus 2019 (COVID-19) pandemic has already had a significant disruptive impact on the society, posing challenges to the provision of education across the world. Due to this crises governments over the world have temporarily closed educational institutions to help reduce the spread of COVID-19. Accordingly, educational institutions are deploying innovative emergency remote teaching (ERT) and virtual learning (VL) approaches for students to study at home. Digital technologies are being employed as a positive response to COVID-19 pandemic. Therefore, this study draws on existing literature and theories of online learning and change management to provide evidence on the state of art of ERT and VL.

This current study employs a systemic review of 53 sources to provide descriptive analysis leveraging on secondary sources from the literature and document reports on theories of online learning and change management, COVID-19, pandemic, emergency remote teaching and virtual learning.

Findings from this study present the theories of online learning and change management and significance and challenges of adopting ERT and VL during the COVID-19 pandemic. Also, our findings present application platforms that are being deployed for the adoption of ERT and VL during and after COVID-19 pandemic. Lastly, the findings explore potential strategies as recommendations to be employed to improve current and future adoption of ERT and VL in educational institutions.

This study draws on existing literature and adds to existing body of knowledge by exploring the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. This study provides a timely guide on the potential of emergency remote teaching and virtual learning in higher education as a response to COVID-19 crises now and into the future. This study discusses the theories of online learning and change management and also offers recommendations to educationalists and policymakers in educational institutions on addressing the crisis.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

The purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to appraise the alternative approaches adopted for teaching-learning, communication, assignment and evaluation and assess their effectiveness for progressive improvisations or integration with pedagogy. The paper articulates a view on the suitability of online teaching for architecture education in India, on basis of educators' experiences of teaching during the pandemic.

An online survey was conducted for obtaining primary data from the educators given the paucity of information. The questions elicited structured information on aspects of the transition process, IT/online platform and tools, the efficacy of online teaching-learning and trajectory of blended learning.

All institutions managed the transition to online teaching without much difficulty. However, the paper raises the need for professional training and feedback from students. One-third of the respondents express satisfaction with online teaching, despite low satisfaction about the effectiveness of online teaching of a design studio. The results convey the need for more engagement with digital tools and representational software on integrated platforms. The study finds consensus on the future potential of blended learning and advocates developing an integrated framework and curriculum for architecture education in India.

The paper synthesizes viewpoints on online teaching-learning of architecture program in wake of the pandemic from an educators' perspective. The emergent perspectives are viewed dialogically in context of global voices to articulate a future trajectory of blended learning in the domain of architecture education.