The transformation of education during the corona pandemic: exploring the perspective of the private university students in Bangladesh

Abstract

PurposeIn 2020, the education system was preliminary halted by the COVID-19 crisis and went through radical improvisation, and online-based distance learning was the only plausible initiative to continue educational activities ensuring health guidelines properly. However, in reality, such desperate measure in case of a lower-middle-income developing nation lacking proper structural capabilities raised some issues and concerns for both pupils and mentors, and this study aims to explore the practice of online-based distance learning in private universities of Bangladesh and the challenges associated with it.Design/methodology/approachThis exploratory research is qualitative in nature. A total number of 89 undergraduate level university students from different private universities were divided into two main clusters and interviewed in depth.FindingsThe findings of this paper revealed that common developing country syndromes like improper technological infrastructure development, limitation to devices or internet accessibility and financial hindrances can disrupt the harmony of the online learning experience. Also, the lack of tech literacy has created a huge tension and psychological inertia among both the teachers and the students.Social implicationsThe coronavirus pandemic event, with its dreadful influence, is creating immense mental pressures for students to cope well with the online learning system. Comprehending the underlying challenges affiliated with online-based distance learning and enabling faculties or respected personnel with training and development programs to handle impediments better way, this learning initiative can ensure the best outcomes.Originality/valueThe significance of this study lies in comprehending the feasibility of online-based education regarding lower-middle-income developing nation context and the realism of such learning process's acceptability considering its actual effectiveness.

Students’ Experiences of E-learning Practices During COVID-19: A Qualitative Study

“…The study further revealed that slow internet, interrupted power supply, attention problems, and difficulty with understanding lessons are the major barriers to effective learning on online platforms. Similar findings were found in another study where the author showed inadequate technical infrastructure, limited device or internet accessibility, financial constraints, lack of technical literacy, and psychological inertia among both teachers and students disrupted the harmony of the online learning experiences [14]. Another study claimed students are not ready for e-learning yet, and the majority of them (86%) feel that e-learning has little impact on their learning outcomes and prefer the F2F teaching-learning strategy [15].…”

Effectiveness of online education during the COVID-19 pandemic: a study of Bangladesh

“…In other words, OCP, COA, affects both ICTR and EOC, whereas, CF only affects EOC. Studies revealed that ICT readiness is an important requirement for students and teachers for an effective OCP (El Mansour and Mupinga, 2007; Dias and Diniz, 2014; OECD, 2020; Shahriar et al. , 2021; Al-Amin et al.…”

“…It is well established that ICT readiness or ICT infrastructure is a crucial requirement for effective online education (Dias and Diniz, 2014; OECD, 2020; Hamid et al. , 2021; Shahriar et al. , 2021; Al-Amin et al.…”

“…, 2020). Shahriar et al. (2021) found that lack of proper technological infrastructure, limitation to devices or internet accessibility by different cohorts and financial hindrances disrupted the harmony of the online learning experience in Bangladesh.…”

How Effective is Learning Style Material with E-Modules During the COVID-19 Pandemic?

“…This rapid technological progress is marked by almost all community activities using technology systems, including in the world of education. That learning and teaching around the world has gone through a transformation (Getuno et al, 2015;Leal Filho et al, 2018;Shahriar et al, 2021). This transformation can be seen through the presentation of current learning, that the presentation of conventional learning is now supported by teaching materials or materials that utilize technology, information and communication (Santosa et al, 2017).…”