Adaptive Learner-CBT with Secured Fault-Tolerant and Resumption Capability for Nigerian Universities

The post covid-19 studies have reported significant negative impact witnessed on global education and learning with the closure of schools’ physical infrastructure from 2020 to 2022. Its effects today continues to ripple across the learning processes even with advances in e-learning or media literacy. The adoption and integration therein of e-learning on the Nigerian frontier is yet to be fully harnessed. From traditional to blended learning, and to virtual learning – Nigeria must rise, and develop new strategies to address issues with her educational theories as well as to bridge the gap and negative impact of the post covid-19 pandemic. This study implements a virtual learning framework that adequately fuses the alternative delivery asynchronous-learning with traditional synchronous learning for adoption in the Nigerian Educational System. Result showcases improved cognition in learners, engaged qualitative learning, and a learning scenario that ensures a power shift in the educational structure that will further equip learners to become knowledge producer, help teachers to emancipate students academically, in a framework that measures quality of engaged student’s learning.

@article{Malasowe2023,
  title     = {Adaptive Learner-CBT with Secured Fault-Tolerant and Resumption Capability for Nigerian Universities},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {14},
  number    = {8},
  year      = {2023},
  publisher = {The Science and Information Organization},
  author    = {Bridget Ogheneovo Malasowe and Maureen Ifeanyi Akazue and Ejaita Abugor Okpako and Fidelis Obukohwo Aghware and Deborah Voke Ojie and Arnold Adimabua Ojugo},
  doi       = {10.14569/IJACSA.2023.0140816},
  url       = {https://doi.org/10.14569/IJACSA.2023.0140816}
}