Sustainability of Online Teaching-Learning Platforms in Nigerian Tertiary Institutions: Assessing Lecturers’ Attitude, Readiness, and Teaching Styles

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