Effectiveness of Virtual Classroom Programs on Teaching Skills for Tertiary Education Teachers

Umar Ibrahim; Ibrahim Jamilu Argungu; Sani Ahmad Yeldu

doi:10.59890/ijssi.v2i2.2184

Authors

Umar Ibrahim Department of Computer Science, Adamu Augie College of Education, Argungu, Kebbi State
Ibrahim Jamilu Argungu Department of Computer Science, Adamu Augie College of Education, Argungu, Kebbi State
Sani Ahmad Yeldu Department of Computer Science, Federal University Birnin Kebbi

DOI:

https://doi.org/10.59890/ijssi.v2i2.2184

Keywords:

Virtual Classroom Programs, Teaching Skills, Tertiary Education, Teacher Development, Blended Learning

Abstract

The rapid advancement of technology has revolutionized educational methodologies, particularly through the advent of virtual classroom programs. This article explores the effectiveness of these programs in enhancing teaching skills among tertiary education teachers. A comprehensive review of existing literature is combined with data from surveys and case studies to evaluate the impact of virtual classrooms on teaching techniques, teacher-student interactions, and professional development opportunities. The findings indicate that virtual classroom programs offer significant benefits, including improved instructional methods and greater accessibility to professional development resources. However, challenges such as technological barriers and adaptation difficulties persist. A comparative analysis with traditional classroom settings highlights the potential of blended learning models. The article concludes with recommendations for best practices and institutional support to maximize the benefits of virtual classrooms. Further research areas are also identified to deepen the understanding of virtual classroom effectiveness in tertiary education

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