Home⇛Journal of Education, Management, and Development Studies⇛vol. 1 no. 3 (2021)

Online Learning in Bangladesh during COVID-19: Perceived Effectiveness, Challenges, and Suggestions

Saidur Rahaman | Iqbal H. Moral | Mizanur Rahman | Mohammad Sahabuddin | Adedeji B. Samuel

Discipline: Education

 

Abstract:

The primary purpose of this research is to highlight the perceived effectiveness, challenges, and suggestions of online learning (OL) for Bangladesh during COVID-19. Fifteen students were chosen using purposive sampling from Bangladesh’s private, public, and national universities as a study sample. Researchers generated some themes from secondary sources (published journals, articles, reports, conference proceedings, newspapers, and government records) which were asked to the respondents in relation to the research questions. The findings revealed that though online learning is effective, it has several challenges as well. To mitigate those challenges, the researchers made some suggestions based on the opinions of students. These findings, however, will benefit students, guardians, university authorities such as the University Grant Commission (UGC), and the Ministry of Education. The study only looked at Bangladeshi university students’ viewpoints, which may or may not be similar to those of other students, such as those at primary, secondary, and higher secondary levels.



References:

  1. Arkorful, V., & Abaidoo, N. (2015). The role of e-learning: Advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.
  2. Bates, A. (2019). Character education and the ‘priority of recognition’. Cambridge Journal of Education, 49(6), 695–710.
  3. Bernard, H. R. (2017). Research methods in anthropology: Qualitative and quantitative approaches (10th ed.). Rowman & Littlefield.
  4. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), i–vi.
  5. Coronavirus disease (COVID-19) – World Health Organization. (n.d.). Retrieved January 18, 2022, from https://www.who.int/emergencies/diseases/novel-coronavirus-2019
  6. Cowie, H. (2013a). Cyberbullying and its impact on young people’s emotional health and well-being. The Psychiatrist, 37(5), 167–170.
  7. Cowie, H. (2013b). Cyberbullying and its impact on young people’s emotional health and well-being. The Psychiatrist, 37(5), 167–170. https://doi.org/10.1192/pb.bp.112.040840
  8. Creswell, J. W., & Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
  9. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE Publications.
  10. Gephart, R. P. (2004). Qualitative research and the Academy of Management Journal. Academy of Management Journal, 47(4), 454–462. https://doi.org/10.5465/amj.2004.14438580
  11. Hrastinski, S. (2008). What is online learner participation? A literature review. Computers & Education, 51(4), 1755–1765. https://doi.org/10.1016/j.compedu.2008.05.005
  12. Jandrić, P. (2020). Postdigital research in the time of COVID-19. Postdigital Science and Education, 2(2), 233–238. https://doi.org/10.1007/s42438-020-00113-8
  13. Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13–S20. https://doi.org/10.1016/j.jadohealth.2012.09.018
  14. MH, Robin. (2021). The desired benefits do not match in the online class.
  15. Osterlind, S. J. (1998). Constructing test items: Multiple-choice, constructed-response, performance, and other formats (2nd ed.). Kluwer Academic Publishers.
  16. Rahaman, M. S., Rahman, M. M., Ali Reza, S. M., Reza, M. N., & Chowdhury, M. S. (2021). Thank you, COVID-19: Positive social psychology towards the new normal. Journal of Public Affairs. https://doi.org/10.1002/pa.2766
  17. Rahman, M., & Rahaman, S. (2021). Home quarantine challenges and psychological status of Bangladeshi university students during COVID-19. Journal of Education, Management and Development Studies, 1(2), 1–9. https://doi.org/10.52631/jemds.v1i2.33
  18. Rahman, M. M., Uddin, M. B., Chowdhury, M. S., & Rahaman, M. S. (2021). Psychological status of private commercial bank employees in Bangladesh during COVID-19. Journal of Business Strategy Finance and Management, 3(1-2), 66–73. https://doi.org/10.12944/JBSFM.03.01-02.07
  19. Reimann, A. (2018). Behaviorist learning theory. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1–6). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0155
  20. Ribeiro, R. (2020). How university faculty embraced the remote learning shift. EdTech Magazine.
  21. Sandelowski, M. (1995). Sample size in qualitative research. Research in Nursing & Health, 18(2), 179–183. https://doi.org/10.1002/nur.4770180211
  22. Spradley, J. P. (1979). The ethnographic interview. Holt, Rinehart and Winston.
  23. Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2010). Health effects of media on children and adolescents. Pediatrics, 125(4), 756–767. https://doi.org/10.1542/peds.2009-2563
  24. Swan, K. (2019). Social construction of knowledge and the community of inquiry framework. In Open and distance education theory revisited (pp. 57–65).
  25. Thompson, L., & Ku, H. (2005). Chinese graduate students’ experiences and attitudes toward online learning. Educational Media International, 42(1), 33–47. https://doi.org/10.1080/09523980500116878.
  26. Wang, C., & Zha, Q. (2018). Measuring systemic diversity of Chinese universities: A clustering-method approach. Quality & Quantity, 52(3), 1331–1347. https://doi.org/10.1007/s11135-017-0524-5

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic