6-WEEK VIRTUAL LECTURE REFLECTIONS

MY JOURNEY AS TECHNICAL SUPPORT

My name is Otunla Esther Iyanuayo, a recent graduate of the Department of Wildlife and Ecotourism Management from the prestigious University of Ibadan. As someone with a passion for helping people and providing useful information, I decided to take a virtual assistant course to sharpen my skills and prepare myself for opportunities in the digital workspace. Not long after, an opportunity presented itself, and I learned that Information Technology and Media Services (ITeMS UI) was recruiting students to serve as technical support for new intakes. It felt like the perfect way to kickstart my virtual assistant career, so I didn’t hesitate to apply. The day of the interview came, and I found myself face-to-face with the Director of ITeMS, Mrs. Abiodun Alao. I was a bit nervous at first, but her warm and approachable nature instantly put me at ease. Despite her disciplined demeanour, she radiates humility. Others were present at the interview as well, including Mr. Daniel Oghenejakpo. Three of us were interviewed and we were all selected for the role. It felt surreal, imagine being hired to work for the prestigious University of Ibadan! I was filled with pride and anticipation. 

After a round of training sessions where we were introduced to the University’s Learning Management System (LMS), student portal, and effective communication strategies, we were fully equipped to start the work. We were taught how to assist students in navigating the portal and LMS, and instructed to inform our supervisors of any unresolved issues while making sure the students remained informed and supported at every step of the way. Then, the job began in full swing.

As a member of the technical support team, I was responsible for assisting new students in activating their institutional email accounts, providing guidance on how to access and use the student portal, and supporting their use of virtual learning tools such as UILMS, Moodle and Zoom. These platforms are where students can access virtual classes and resources, and our role was to make their transition into the university’s digital environment as seamless as possible. We maintained open communication with the students through emails, phone calls, and an active Telegram page.

Initially, the workload was intense. Emails poured in endlessly, while responding to one, three more had arrived, and the same applied to messages on Telegram, which is usually opened for a certain period in the morning and evening to take questions and complaints from the students. It was overwhelming at first, but with time, coordination and teamwork, we found our balance. About three weeks in, the volume of inquiries began to stabilize, and I was able to streamline my responsibilities. I left email responses to a teammate (Mr. Blessing) and I focused on managing the Telegram platform.

What made the experience truly remarkable was the strong sense of teamwork. Everyone was willing to lend a hand, and our supervisors, Mr. Seye Oni and Mr. Daniel Oghenejakpo, were incredibly responsive and supportive. Their swift interventions and encouraging feedback created a positive working environment. It didn’t just feel like a team, it felt like a family. To ensure smooth operations and also address pending issues effectively, team meetings were scheduled three times a week, virtual meetings on Mondays and Wednesdays at 8 p.m., and physical meetings every Friday at 3 p.m. at the Digital Park. As the workload gradually reduced, the schedule was adjusted to virtual meetings on Tuesdays at 8 p.m., while the Friday physical meetings remained. I always looked forward to these meetings, as they provided a platform to brainstorm, resolve pending issues, and also plan. Beyond the productive discussions, the meetings were usually lively and enjoyable; there was never a dull moment with our director and supervisors. Their energy and sense of humour made every meeting both insightful and fun, blending focus on work with fun.

This role has taught me patience and perseverance. There were times students repeatedly asked the same questions, even after clear instructions had been provided, which tested my limits. Yet, I found a sense of accomplishment and deep fulfillment in helping them, especially when they provide feedback or express gratitude after a resolved issue. It's been an enriching journey that merged my problem-solving abilities with a passion for supporting others, and it’s one I will always cherish.

While most of the students were respectful and appreciative, there were occasional instances of rudeness, which I chose not to take personally and remained professional throughout. One particular encounter stood out. A student from the Distance Learning Centre (DLC), not the main campus, reached out with several complaints. He said he was trying to transfer to the main campus and expressed frustration over being unable to log into the student portal and not being allocated a hall of residence, among other issues. I asked for his matric number, but the matric number he provided is for DLC. I then explained that, as a DLC student, he was not granted access to the main campus resources he was referring to, and that I did not have information regarding DLC matters. Despite this clarification, he continued to create a disturbance on the Telegram platform, disrupting the experience for other students. As a result, I had to restrict his ability to send messages to the group. He later sent me a direct message, which I ignored. The message is attached below.

Also, attached below are a few interactions in which students shared their feedback.

One of the main challenges I encountered during this period was consistently updating the activity log on the Google spreadsheet. It was quite difficult to balance responding to students’ needs while simultaneously logging each activity, especially alongside other commitments. I am still working on developing a more efficient strategy to manage both tasks seamlessly.

In conclusion, I would like to sincerely appreciate the Director of ITEMS, Mrs. Abiodun Alao, as well as Mr. Seye Oni and Mr. Daniel Oghenejakpo, for the opportunity to work with them. Their support and leadership made the work smooth and seamless.

However, one area I observed that contributed to student dissatisfaction was the unavailability of some courses on the LMS, which prevented students from enrolling or accessing their classes. Additionally, a few courses did not hold like GES courses, also some course codes had been changed, leaving students confused and frustrated. I recommend that, moving forward, all courses should be properly updated and made accessible on the LMS to improve the overall student experience.

Thank you.

REFLECTING ON MY 6-WEEK JOURNEY AS LEARNER SUPPORT

When Faith Akinade’s WhatsApp message announced an opening for Technical Support roles with ITeMS in my class group, I was completing my final-year Computer Science project, yet I felt eager for a new challenge and confident I could balance both responsibilities. The idea of helping newly admitted students navigate the university’s digital systems resonated with my passion for problem‑solving and service.

After our first meeting (or interview) with Mrs. Abiodun Alao, the Director, training began some days later. Over the next few days, I immersed myself in the student portal, the LMS (both the UI LMS and Module), and our internal ticketing system (where we logged our daily activities). I learned to stay up to date by checking the university website regularly (www.ui.edu.ng); reset LMS passwords and guide students through course enrollment and joining their virtual classes; and also use email tools (stars, and templates for replying emails) to keep track of pending issues.

There was also the issue of resetting the password of the student’s portal when they forgot their password. I initially acted as an intermediary, requesting for necessary details (the student’s full name and matric number), then liaising with staff, who would help reset their credentials. Mrs Adio was active. I would send her emails and she responded promptly.

Soon, the portal’s authentication system improved to send reset links directly to students’ @stu.ui.edu.ng emails. I commend the team that worked on this for that. During that transition, it helped every student access the portal for fee payments, resolving dozens of login issues, and gave some relief to the number of emails I needed to reply to.

Email became my window into the students’ world. Some messages arrived from parents, others from personal accounts; a handful packed the entire issue into the subject line, while others left it blank. Rather than skim for keywords, I read each message carefully, striving to understand the context before crafting a response. This practice sharpened my contextual understanding: I learned to anticipate follow‑ups, personalize guidance, and close each reply with “Mr. Blessing”, a small reminder that a human was at the other end.

In the early weeks, Esther Otunla and I replied to complaints that were sent to the Learner Support email. We were both responding to student complaints via email, and it didn’t take long before we noticed we had unintentionally drafted replies to the same student at the same time. To avoid such overlaps, we agreed to introduce a system: starring emails that were pending or required follow-up.

This small but strategic decision greatly improved our coordination. It allowed us to quickly identify unresolved issues, track our progress, and stay aligned as a team. From this phase, I learned the importance of clear communication, setting shared expectations, and finding simple solutions that make teamwork more effective.

By week three, our roles settled into a rhythm: I handled email support; Esther managed the official Telegram community alongside Mr. Seye Oni; Faith and Hope took phone calls. I always look forward to the twice-a-week meeting with the Director, Mr Daniel & Mr Seye on Tuesday evenings, and every Friday, where we gather at Digital Park for an in‑person debrief. These sessions blended focused problem‑solving with laughter; proof that camaraderie and productivity can thrive side by side.

By the end of six weeks, the University of Ibadan, through ITeMS, had not only rewarded my efforts with a technical support stipend but had also given me a masterclass in remote assistance, empathy, and teamwork. I am deeply grateful to Mrs. Abiodun Alao for her mentorship; to Mr. Seye Oni and Mr. Daniel Oghenejakpo for their guidance; to Esther, Faith, and Hope for their collaboration; and to every student who reached out, reminding me that behind every email is a person seeking help.

Looking ahead, I hope the Technical Support team continues to build on our early successes: maintaining and expanding step‑by‑step guides, offering workshops on email management for future interns, keeping onboarding instructions current on the website, and holding those twice‑weekly syncs with the Director in attendance. With these practices, ITeMS can ensure that every new student’s first digital steps are as smooth and supportive as mine were.

Blessing Akinrinola