Abstract

This study assessed the attitudes, competencies, professional development needs and supports, and the challenges militating against the deployment of online teaching in Nigerian universities. Underpinned by the technology acceptance model (TAM); technology, pedagogy, and content knowledge (TPACK); and the social cognitive career (SCC) theories, the study adopted the non-experimental design of the descriptive survey research type. The study population included lecturers teaching at four public universities in Southwestern Nigeria. Five hundred ninety-four lecturers were selected for the study via random and purposive sampling techniques. Three instruments, hosted online via Google Forms, were used for data collection. Data was analyzed using descriptive statistics. Findings indicate that lecturers’ online teaching professional development needs center on technology use, online course development, and online learning assessment; lecturers had positive attitudes and high competence in teaching online; teaching/pedagogical support, peers’ support/mentoring, and university/community supports are available for lecturers; several challenges militate against online teaching in Nigerian universities. Recommendations are made.