Abstract
This study examines the attitudes and preparedness of lecturers regarding their tactics and teaching styles for the longterm viability and sustainability of online education platforms in public higher education institutions in Southwest Nigeria. Underpinned by the Connectivism Theory of Learning (CTL) and using the survey research design, and a multistage sampling procedure, 496 lecturers were chosen from nine institutions in the region. Descriptive and inferential statistics were used to analyze the data, which were collected using the Online Teaching-Learning Platform Sustainability Questionnaire (OTLPSQ)(α=0.87). The lecturers’ attitudes regarding online teaching-learning platforms were found to be largely positive (M=2.92), with a high level of readiness for online teaching (71%). Additionally, the study found that online learning environments greatly accommodate students’ learning preferences (M=2.94); the sustainability of these platforms as perceived by lecturers is significantly impacted by students’ attitudes (r=0.605, p<0.05) and readiness (r=0.762, p<0.05). Lack of in-person engagement, technical malfunctioning, time restraints, diversions, poor feedback, and inadequate ICT infrastructure were some of the obstacles perceived to be affecting these platforms' sustainability. The study recommends that improving lecturers' digital competencies, guaranteeing consistent internet access, incorporating hybrid learning models, and offering strong institutional support for online learning platforms would ensure the sustainability of online teaching-learning platforms at the institutions. These results offer empirical insights into actionable strategies for maintaining digital education in Nigeria, highlighting the necessity of student-centered pedagogical techniques, infrastructure investment and upgrades, and institutional policies that facilitate blended learning.
Keywords: Lecturers’ Attitudes, Lecturers’ Readiness, Online Teaching-Learning Platforms, Sustainability, Teaching Styles.