| Abstract: |
Abstract
The rapid expansion of digital communication technologies has increased the
relevance of blended learning in tertiary education, particularly in contexts where
conventional classroom instruction must coexist with online and mobile-mediated
learning. This study examined the uses, challenges, and prospects of new media as a
tool for blended learning at Federal Polytechnic Ugep, Cross River State, Nigeria. A -methods design was employed. Quantitative data were collected through a
questionnaire administered to 248 respondents, while qualitative data were obtained
through in-depth interviews with 50 academic staff who were active users of new
media. Descriptive statistics, principally frequencies and percentages, were used to
analyse the questionnaire data, while interview responses were analysed
thematically. The findings indicate that respondents use new media for receiving
lectures and lecture notes, accessing learning materials, obtaining academic
information, and sharing academic experiences. WhatsApp and YouTube were the most prominent platforms reported. Most respondents (81.5%) identified blended
learning as a combination of face-to-face and online learning, and the same
proportion reported that this was the principal format used in the institution.
However, implementation is constrained by unreliable internet connectivity, limited
access to devices and data, and irregular electricity supply. Respondents
nevertheless identified flexibility, access to learning resources, improved
engagement, and cost-effectiveness as important prospects. The study concludes that
new media can support blended learning in Nigerian polytechnics when institutional
infrastructure, staff capacity, student access, and instructional design are addressed
together. The paper recommends institutional investment in connectivity and power,
systematic staff development, and curriculum and instructional-design reforms that
integrate digital and face-to-face teaching. |
