Maintaining Academic Standard and Utilizing Online Teaching in Vocational Technical Education: The Nigerian Perspective

Abstract

The construct of this paper is to dissect the interplay between teachers, their practice, and their teaching context through reconnoiter in relationships between conceptions of teaching, teaching context, and enacted practice, and the classification of pedagogy as teacher-centered or student-centered. This discourse is then situated within a wholly online vocational-technical education teaching context bringing Nigeria into perspective. The idea is that the teacher is central to the introduction and use of online pedagogical mode, and any discourse on online teaching that excluded the teacher’s nature and teaching characteristics would be nirvana. The paper also articulates the classification of online or information, communication, and technology teaching facilities and decried the absence of concise national policy and inadequate online teaching resources, because the entrenching quality or maintaining the standard is possible when all rightful provisions for the functionality of online teaching have been made, as 
something can be built on nothing.