, Online Learning

Academic activities were suspended in public tertiary institutions and other schools around the world, including Nigeria, due of the Covid-19 pandemic. Online education has brought a new reality to the academic system. This study evaluated the difficulties faced by learners who participated in online courses during the Covid-19 outbreak in Nigeria. Three classes each were organized using the video conferencing software for students of the Department of Optometry, University of Benin. The next step was for them to freely evaluate the lectures and the lecturer while observing the difficulties and achievements. An online survey that was utilized to compile and populate the study's responses was examined. Ninety-six (96) students studying optometry provided answers to the survey. The study was analysed using the Statistical Package for Social
Sciences version (SPSS) 22.0. A study of the statistical data revealed that online lectures
considerably increased students' understanding of the homework. In conclusion, the difficulties
included an abnormal power supply, a lack of internet access, and low student motivation. This
study recommends that online lectures should be introduced, a good internet capable phone
should be mandated to be gotten by the students and the students should have an alternate power
supply rather than depend on power companies

Learning platforms play a vital role in shaping students’ academic achievement and critical thinking skills, particularly in highly demanding fields like nursing. Understanding how traditional and online learning platforms impact these competencies is essential for improving nursing education. This study assessed the perceived impact of traditional and online learning platforms on nursing students’ knowledge acquisition and critical thinking skills at the University of Benin. A descriptive cross-sectional survey design was adopted, utilizing a convenience sampling technique to select 245 nursing students across different academic levels. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 27.0, focusing on sociodemographic characteristics, perceived impacts, and platform-specific strengths and limitations. The study revealed a predominantly young and female student population, with 47.9% of respondents aged 21–25 years and females accounting for 88% of the participants. Traditional learning platforms were perceived by 75% of respondents as having a igh positive impact, enhancing understanding of concepts (mean = 3.5), promoting active participation (mean = 3.2), and supporting critical thinking through real-time feedback. Similarly, 78% of students reported a high positive impact from online learning platforms, citing flexibility, ease of access to diverse resources (mean = 3.1), and the ability to revisit recorded lectures (mean = 3.3) as major benefits. However, challenges such as poor internet connectivity (50% strongly agreed) and the need for higher self-discipline were noted. Both traditional and online platforms contribute significantly to students’ cognitive development, highlighting the importance of a blended learning approach. Educational institutions should enhance internet infrastructure, promote structured online learning strategies, and integrate critical thinking exercises across both platforms. Further research is recommended to explore the long-term academic and professional outcomes associated with blended learning environments.