Challenges of Participating in Online Education/Distance Learning Amidst the COVID-19 Pandemic in Bangladesh

Abstract

This study was designed to explore the challenges of participating in online education/distance learning (OE/DL) of students and teachers of secondary, higher secondary, and tertiary educational institutions in Bangladesh. Administering both web-based e-questionnaire and self-administered questionnaire, data were collected from 2,473 students and teachers. Findings from analysis of variance and t-test indicated disagreements among students and teachers regarding the challenges of OE/DL, with some exceptions, such as learning difficulties, willingness of government, and frequent load shedding. The outcome of exploratory factor analysis suggested a two-factor solution—‘pedagogical-technical challenges' and ‘financial challenges'—explaining around 50% variance regarding OE/DL. The overall results indicated that for an inclusive and quality OE/DL in Bangladesh, the improvement in technical infrastructure and pedagogical contents and resolving financial struggle are highly recommended to make OE/DL more effective and minimize the impact of a pandemic on the education sector.

Mental Health Status of Teachers During the Second Wave of the COVID-19 Pandemic: A Web-Based Study in Bangladesh

“…Previous studies also showed that school teachers were more likely to suffer from mental health problems during the COVID-19 than their contemporary college and university teachers ( 35 , 56 ). The higher mental health issues among school teachers could be generated either from their low socioeconomic status ( 57 , 58 ) to deal with the COVID-19 induced unstable socioeconomic conditions or from the additional academic burdens following the sudden switch from traditional lecture-theater based education to online platform-based education ( 37 , 40 ). Considering the situation, it is recommended for policymakers to initiate job-specific mental health services that would take into account the socioeconomic condition as well as work-related burdens when implementing different measures to deal with mental health issues, especially during the outbreak of a disease like the COVID-19.…”

“…Although a good number of studies focusing on the mental health condition of teachers have been conducted in other parts of the world (30)(31)(32)(33)(34)(35), to the best of our knowledge, there has been none in Bangladesh. Teachers worldwide have been continuously working online under unfavorable circumstances during the pandemic in order to minimize the mental health burden of students and their guardians (36,37). In doing so, teachers have experienced an intensified psychological problem.…”

Prevalence and predictors of pornography exposure during the third wave of the COVID-19 pandemic: A web-based cross-sectional study on students in Bangladesh

“…In addition, it is apparent that students living alone watched pornography less than those living with roommates or romantic partners. This lower exposure to pornography can be attributed to these students' more frequent involvement in peer groups engaged in offline activities ( 36 ), as well as the growing pressure of the online education system during COVID-19 ( 17 , 18 ), which may have occupied their free time. Cascalheira et al ( 43 ) and Sallie et al ( 23 ), in contrast, found an increase in sexual practice and pornography consumption among people living alone; this behavior was attributed to boredom and increased free time.…”

“…The latest nationwide survey on ICT use and access by individuals and households has shown that only 2.3% of households in the Khulna division have a computer, with another 4.2% having access to the internet ( 45 ). Although there was a sharp rise in internet users during COVID-19 ( 33 ), the unstable internet connectivity, frequent load shedding, and inadequate low-cost devices ( 18 , 46 ) may have limited access and exposure to pornography among students in the Khulna division. Furthermore, financial struggle cannot be denied, particularly among middle and lower-income people in the southwestern region of Bangladesh ( 9 , 47 – 49 ); this may also have had some impact on access to the internet and exposure to pornography during the COVID-19 pandemic.…”

“…This may have led to sleep disturbance ( 14 ) and in the worst cases suicide ( 15 , 16 ), particularly among students. In addition to degraded mental health during the “lockdown,” students were also frustrated due to uncertainty over their academic future and professional career ( 17 ), although the government did begin online/remote education in order to continue educational activities ( 18 ) while maintaining “social distancing.” However, during the “lockdown,” online activities increased substantially among students. For example, Hossain et al ( 19 ) reported that during the first wave of COVID-19 in Bangladesh, 64.1% of 493 students were almost always active in their “virtual life.” A similar study in China also noticed that 87.1% of the 1,189 students frequently updated their online statuses ( 20 ).…”