This study surveyed transforming teaching from conventional to digital learning: student sensitivity in higher education. The study was a descriptive survey which adopted the ex-post-facto design. 378 respondents were selected at random from a population of 24,888, students in Delta State higher education. The study instrument was self-constructed and titled Student Sensitivity to Conventional and Digital Learning System Questionnaire (SSCDLSQ). Face and content validity were employed for the instrument and it was further subjected to Cronbach alpha to establish the reliability and a value of .85 was obtained. Graphical representation to interpret the respondents’ information such as gender, academic level, and institution of learning. Research questions were analysed with mean rating and standard deviation. Hypothesis 1 was tested using a t-test. Hypotheses 2 and 3 were tested using ANOVA at a.05 significance level. Findings revealed, among others, that students display positive sensitivity to transforming teaching from conventional to digital learning. The researchers recommended, among others, that teaching should be transformed from a traditional classroom setting to digital learning, particularly for large classes, since it increases reading habits and collaboration.
Citation: Nkedishu V.C. and Okonta V. (2023) Transforming Teaching from Conventional to Digital Learning: Students Sensitivity in Higher Education, British Journal of Education, Vol.11, Issue 4, 18-36
Keywords: Higher Education, Technology, conventional, digital learning, student sensitivity, transforming teaching
