Evaluating pedagogical narratives of students about the emergency remote learning during the 2022 flood crisis in Bayelsa State of Nigeria

Remote learning is currently adopted by many universities around the world to provide students with learning platforms due to health pandemics and natural disasters. Even though online pedagogy advances and uncovers students‟ experiences and engagement patterns, few studies have made attempt at studying online pedagogy in the communication discipline. This study bridges the gap in the literature by interrogating the pedagogical experiences of students during the 2022 emergency remote learning in Niger Delta University (NDU), Bayelsa State of Nigeria. Based on written semi-structured interviews of 254 Mass Communication students at NDU, results show that computer literacy, and personalisation of learning, motivates collaborative learning among the students as well as improve both the learning experience of the students and the learning outcome. Findings indicate that students from a poor background, with low computer literacy levels, and those who encountered some technical problems during remote learning, reported negative experiences during the emergency remote learning. Practical implications were drawn.