Perceptions of Public University Students Towards Online Classes During COVID-19 Pandemic in Bangladesh

Abstract

The disease outbreak COVID-19 pandemic impacted public health and safety and the educational systems worldwide. For fear of the further spread of diseases, most educational institutions, including Bangladesh, have postponed their face-to-face teaching. Therefore, this study explores public university student’s perceptions towards online classes during the COVID-19 pandemic in Bangladesh. Data had collected among students of Islamic University, Kushtia, Bangladesh, through an online survey. The study followed a quantitative approach, where the survey technique was used as an instrument of data collection. Results showed that most students faced difficulty participating in virtual classes and could not communicate with their friends correctly during online classes. Thus, they faced challenges in online schooling, and the majority of the students preferred conventional types of learning to virtual classes and did not understand the content of virtual classes easily. The study also explored that most students did not feel comfortable in online classes. Still, considering the present pandemic situation, they decided to participate in online classes to continue schooling. Besides, the study discovered that female students showed a better view than male students regarding online classes, and urban students have more positive appreciation than rural students. Furthermore, laptop or personal computer users showed more positive perceptions towards online education than mobile users. Moreover, Broadband/Wi-Fi users have more positive perceptions than mobile network users. These findings would be an essential guideline for governments, policymakers, technology developers, and university authorities for making better policy choices in the future.

Online Education during COVID-19: Prospects and Challenges in Bangladesh

“…It is utterly hassle-free because of physical non-involvement in a digital classroom. During the time of COVID-19, online education could be a blessing even in a country like Bangladesh, as the learning can be continued without disruptions in an emergency situation that helps the students feel good (Sarkar, Das, Rahman, & Zobaer, 2021;Majed, Jamal, & Kabir, 2020). Online education prevents the students from sitting idle at home and developing trauma because of frequent death and infection witnessing around caused through COVID-19.…”

“…Moreover, people's internet use depends on their social class, cultural background, gender identity, rural-urban context, ethnicity, disability, etc. It clearly indicates that people from all walks of life do not have equal access to internet networks (Abdullah, 2020;Chowdhury, 2020;Khan, Rahman, & Islam, 2021;Sarkar, Das, Rahman, & Zobaer, 2021). A study conducted by Brac.net (2020) reveals that 44.1 % of the students of primary and secondary levels participate in the online class, and the rest, 55.9%, do not participate.…”

“…Hence, the students of all levels going through online classes, exams and other academic activities are evidently unable to benefit themselves from this new education system; despite this, virtual education seems to be having good prospects in the context of Bangladeshi society. It is evident that a developing country like Bangladesh has many complex challenges towards implementing online education successfully, but with a well-planned and comprehensive strategy along with strong commitment, online education could be made not only popular among all the stakeholders but also significantly beneficial for all concerned (Abdullah, 2020;Mondira & Mahtab, 2021;Sarkar, Das, Rahman, & Zobaer, 2021). Online education is believed to be the only alternative in the ongoing COVID-19 pandemic as 'social distancing' has been declared mandatory to prevent the infection, forcing the authorities not allowing the students to gather at the campus.…”

Keeping students connected and engaged in a wet-lab research experience during a time of social distancing via mobile devices and video conferencing software

“…In order to achieve CURE pedagogical goals of students’ research competency (1), sense of project ownership (2) and self-identification with science and research communities (3), STEM CUREs rely on a range of in-person activities, namely lab work, field work, and face-to-face mentoring. There are also concerns about the adverse impact of moving to an online environment on students’ teamwork and communication skills (4,5). The disadvantages of abandoning in-person activities in CUREs necessitates that educators identify remote alternatives that can be quickly adopted in future catastrophic events (6).…”

“…There are also concerns about the adverse impact of moving to an online environment on students' teamwork and communication skills (4,5). The disadvantages of abandoning in-person activities in CUREs necessitates that educators identify remote alternatives that can be quickly adopted in future catastrophic events (6).…”