STEM Lecturers’ Perceptions of Blended Learning in Nigerian Universities: Emerging Insights from a Connectivist Lens

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT066 (Sunday)

Abstract

This study explores STEM lecturers’ perceptions of blended learning in Nigerian universities through the theoretical lens of Connectivism. Drawing on interviews with 31 lecturers across federal, state, and private institutions, the research investigates how institutional readiness, technological access, and policy frameworks shape lecturers’ experiences and attitudes toward blended teaching. Preliminary findings suggest that while lecturers recognise the potential of blended learning to enhance flexibility and engagement, significant challenges persist, including infrastructural limitations, heavy workloads, and uneven institutional support. Using Connectivism, the study highlights how knowledge networks are formed and constrained in resource-limited contexts. The emerging insights inform a context-responsive framework to guide effective and sustainable blended learning practices in STEM higher education.

Author

• Tomisin Damilola Fadamoro, University of Aberdeen