Professional Assessment of Online Learning Readiness in Nigerian State Universities During the Post-COVID Transition Period

The COVID-19 pandemic accelerated online learning adoption in Nigerian universities, but the post-pandemic assessment of institutional readiness for sustained online and blended curriculum delivery reveals systemic gaps requiring policy attention at state university level. This study professionally assessed online learning readiness at three Nigerian state universities: Imo State University (South East), Lagos State University (South West), and Nasarawa State University (North Central). A mixed readiness assessment methodology was employed, combining an Online Learning Readiness Scale survey administered to 300 students (100 per university) and 90 lecturers (30 per university), structured interviews with 6 ICT directorate heads, and LMS functionality audits. Assessment dimensions covered technology access, digital literacy, instructor readiness, institutional support, and learner motivation. Results showed significant variation across the three institutions. LASU showed the highest overall readiness score (68.4 percent). IMSU scored 51.2 percent and NSUK 47.8 percent. Student internet access constraints were most severe at NSUK (72.0 percent reporting inadequate access). LMS functionality was rated as adequate at LASU only. Lecturer online course design competency was below adequate at all three institutions (mean 38.1 percent). The study recommends a post-COVID online learning consolidation plan at state university level, including LMS upgrade, lecturer instructional design training, and data subsidy for students.

Keywords: online learning readiness, state universities, Nigeria, post-COVID education, blended learning