Virtual Communication Competencies for Effective Virtual Pedagogy in Basic Electricity

Abstract

This study was carried out to investigate virtual communication competencies required for effective online pedagogy in Basic Electricity. Basic Electricity teachers in Anambra State are expected to possess competencies that would enable them to understand the category of students in their virtual class, choose the right channel best suitable to communicate to the class, and seek out for the most suitable feedback channel within a defined time frame. Hence the need to identify the specific areas in virtual communication that Basic Electricity teachers need skills upgrade to enhance their effectiveness in implementation of virtual pedagogy. The study adopted descriptive survey research design. The study was guided by a research question and one hypothesis. A five-point scale structured questionnaire was used in data collections. This was validated by three experts and the reliability established using Cronbach Alpha Reliability technique which yielded reliability coefficient of 0.86. The research question was answered using mean while statistical t-test was used to establish the significance or otherwise of the hypothesis. The findings of the study revealed that ability to speak fluently online using voice compliant platforms, ability to lead discussion online, ability to make learning interactive online, ability to make video calls, among others are the competencies upgrade needs of the teachers. Location was not found to be a determinant factor in the skills upgrade need. Thus, self-development, in-house training, reflective practices, peer review, education, and training related courses as well as standardization meeting for the Basic Electricity teacher was recommended.