Blended Teaching and Learning in Higher Education

Shohel, M. Mahruf C.; Ashrafuzzaman, Md.; Islam, Tariqul; Shams, Shahriar; Mahmud, Arif

doi:10.4018/978-1-7998-6963-4.ch002

Cited by 14 publications

(7 citation statements)

References 29 publications

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“…The scarcity of these has already been identified as a potential barrier for providing education in the refugee camps ( Education Sector, 2018 ). However, this framework should encourage a blended learning approach ( Cleveland-Innes & Wilton, 2018 ; Shohel et al, 2022c ; Shohel et al, 2021d ) to support the learning journey of these children.…”

Section: Swot Analysis and Discussionmentioning

confidence: 99%

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Learning Competency Framework and Approach for the Displaced Rohingya Children Living in Bangladesh: A Critical Review

Shohel¹,

Babu²,

Ashrafuzzaman³

et al. 2023

Continuity in Education

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This article is based on a critical review of the Learning Competency Framework and Approach (LCFA) developed for providing education to the Rohingya refugee children living in refugee camps in Bangladesh. A sectoral approach was adopted to develop the LCFA under the leadership of United Nations Children's Fund (UNICEF). To review the LCFA, a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis was used as an analytical tool. The SWOT analysis showed that the major strengths of the LCFA include its emphasis on pedagogical aspects, the inclusion of content on life skills, and the scope of engaging communities in the implementation phase. However, the major limitations of the LCFA comprised of lack of contents on post-traumatic mental wellbeing, child abuse, trafficking, and technology. In addition, the volume of content seemed too heavy concerning the duration of the levels. It was not clear if the LCFA was a research-based output, other than consultations. Several challenges were identified by this critical review in implementing the LCFA in the Rohingya refugee camps in Bangladesh. These include a lack of understanding of the Rohingya children's needs, including historical, physical (both geographical and infrastructural), and livelihood, the barrier to comprehending their language and culture, and existing resource constraints for implementing this framework. Considering the Rohingya people's perspectives, this review makes suggestions to ensure the whole education process becomes more operational, effective, successful and sustainable.

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Section: Swot Analysis and Discussionmentioning

confidence: 99%

“…A dialect that is used widely in the Chittagong division of Bangladesh. learning approach (Cleveland-Innes & Wilton, 2018;Shohel et al, 2022c;Shohel et al, 2021d) to support the learning journey of these children.…”

Section: The Threats and Challenges Of The Lcfamentioning

confidence: 99%

Learning Competency Framework and Approach for the Displaced Rohingya Children Living in Bangladesh: A Critical Review

Shohel¹,

Babu²,

Ashrafuzzaman³

et al. 2023

Continuity in Education

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“…Ayon pa kay Tlili et al (2021) nagbibigay ng madaling access ang kagamitang pampagkatuto sa lahat ng mga kaalaman sa pagkatuto. Dagdag pa nina Shohel, Ashrafuzzaman, Islam, Shams, at Mahmud (2021) ang pagkakaroon ng mga tala sa soft copy ay nagpapadali para sa mga mag-aaral na ma-access ang mga sanggunian sa kanilang kagustuhan at kahit saan nila gusto.…”

Section: International Journal Of Research Studies In Education 25unclassified

Piling larang akademik suplementaryong aklat-teknolohiya batayang pagkatuto (PLAS ATBP) sa pag-aaral ng sulating Filipino

Estera,

Marbella

2024

IJRSE

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The aim of this study is to determine the characteristics and use of the Piling Larang Akademik Suplementaryong Aklat -Teknolohiya Batayang Pagkatuto (PLAS ATBP) in enhancing the Filipino writing of the students. A descriptive-developmental design was employed in the research. The participants in this study consisted of a total of 22 students from Grade 11-STEM and 10 teachers teaching Filipino sa Piling Larang-Akademik in the Sorsogon province.Interviews were conducted to gather data. The collected data were analyzed and interpreted using transcoding, coding, and thematic analysis. Based on the findings, the following conclusions were drawn: Various features can be observed in the developed teaching tool such as QR Code, Need-to-Know, Challenge Yourself, Knowledge Enhancement, Improve and Integration of Knowledge, Application of Knowledge, and Knowledge Worth. The developed tool proves to be useful in teaching and learning for both teachers and students in the subject of Filipino sa Piling Larang -Akademik. The use of the developed tool serves as an additional resource, guide for teaching and learning, simplifying the process of learning and teaching, and providing various activities in the subject of Filipino sa Piling Larang -Akademik. Based on the conclusions mentioned, the following recommendations are provided: The developed teaching tool can be further enriched to enhance learning and teaching of the subject of Filipino sa Piling Larang -Akademik.

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“…Cutting-edge technologies push the boundaries further, as educational institutions are advancing toward the era of Education 4.0 [19]. In the global north, blended learning approaches are becoming more popular in the context of higher education [20,21]. With the adaptation of emerging technologies in everyday life, teachers in higher education must be able to integrate technology with their expertise to foster an interactive and supportive learning environment for their students.…”

Section: Literature Review 21 Online Teaching and Learning During An ...mentioning

confidence: 99%

Teaching and Learning in Higher Education in Bangladesh during the COVID-19 Pandemic: Learning from the Challenges

et al. 2022

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The higher education sector globally has gone through a transition because of the coronavirus outbreak, and as a result, many traditional higher education institutions across the globe have been forced to go online to provide education and arrange assessments so that their students could continue their education and complete their courses. Unlike developed countries, at the beginning of the lockdown, most of the higher education institutions in Bangladesh shut down their operations, and a few universities started moving toward online distance teaching and learning activities. Based on an empirical study, this article discusses the challenges of teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. It also identifies good practices to overcome those challenges. An online survey was conducted to collect data from university teachers throughout the country. Findings from this study show that it was a great challenge for most universities to adopt online teaching and learning models at the beginning of the pandemic. Many factors, such as preparedness, limited resources including financial means, low digital literacy, internet connectivity and suitable physical and virtual infrastructure affected this transition. However, the findings also show that the COVID-19 pandemic created new opportunities for educators and practitioners to explore various professional development activities by trying out different digital pedagogies through practice and reflection. This article also highlights the immediate effect and long-term impact on teaching and learning regarding preparedness for future approaches to education in emergencies.

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Blended Teaching and Learning in Higher Education

Cited by 14 publications

References 29 publications

Learning Competency Framework and Approach for the Displaced Rohingya Children Living in Bangladesh: A Critical Review

Learning Competency Framework and Approach for the Displaced Rohingya Children Living in Bangladesh: A Critical Review

Piling larang akademik suplementaryong aklat-teknolohiya batayang pagkatuto (PLAS ATBP) sa pag-aaral ng sulating Filipino

Teaching and Learning in Higher Education in Bangladesh during the COVID-19 Pandemic: Learning from the Challenges

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