Use of e-learning at higher educational institutions in Bangladesh

Abstract

Purpose Although e-learning has already been accepted globally as an effective medium of delivery of quality education and ensure optimum student participation, Bangladeshi higher educational institutions are still at a very early stage of adopting such technologies. Therefore, the purpose of this paper is to critically examine the suitability of implementing effective e-learning through learning management system (LMS) at the tertiary educational institutions in Bangladesh, and how both students and teachers experience and respond to this new learning platform. Following mixed-methods techniques, data for this study were collected from students and respective course teachers of a private university in Bangladesh by administering questionnaires and in-depth interviews. The findings of this paper reveal that e-learning has been well accepted by most of the students as they are found routinely spending time on the LMS on a regular basis for watching lecture videos, viewing course information, reading postings of the fellow students in the forum. However, there are constraints as well, since the learning materials are poorly designed that do not allow much interaction between students and lecturers. There are also some technical problems such as poor internet connection which restrict access to e-learning platforms. To harness the optimum benefit of e-learning, this paper recommends a concerted effort by all stakeholders, such as students, lecturers, administrators and policy makers so that each of their priorities and expectations are reflected in the designing and implementing e-learning platforms. Design/methodology/approach This paper is based on the qualitative evaluation of Education 3.0 platform. Primary data were collected from the students using a well-structured survey questionnaire, and the findings of the survey have subsequently been cross-referred and supplemented by non-participatory observations with semi-structured interviews which allowed a better in-depth understanding of the issue at hand. Findings The findings of the study suggest that a majority of the students are found to be highly enthusiastic about the online courses. They are eager to participate and interact in the online platforms, which are somehow limited in the traditional classroom settings. However, there are several institutional, administrative and technical limitations of implementing e-learning in Bangladesh. It is recommended that better orientation of the users, quality content distribution though user-friendly systems and enhanced asynchronous interaction between the lecturers and students are the key pre-requisites to harness the optimum benefit from e-learning technologies in Bangladesh. Originality/value The data have been analyzed and discussed using qualitative framework which allows an in-depth understanding of the opportunities and challenges of the use of e-learning technologies at the higher educational institutions in Bangladesh.

Prolonged lockdown and academic uncertainties in Bangladesh: A qualitative investigation during the COVID-19 pandemic

“…During the COVID-19 pandemic, people in higher academia, including teachers and students, in Bangladesh are suffering from a lack of necessary resources, such as communication devices, uninterrupted high-speed internet connections, that are required to continue the online education ( Zaman, 2020 ), despite some initiatives taken by the authorities of different universities and UGC of Bangladesh ( Rahman et al., 2020 ). The evidence from Bangladesh contend that unstable internet connection remains a major constraint for smooth online class ( Majed et al., 2020 ; Sarker et al., 2019 ; Zaman, 2020 ). The sudden increase of both consumers and use of high-speed internet is also stalling the server ( LightCastle Partners, 2020 ).…”

Impact of Faculty and Student Readiness on Virtual Learning Adoption amid Covid-19

“…Many students found that a lecturer's online participation allows them to engage further when they have necessary logistic supports both for the faculty members and the students. If a lecturer gives immediate or at least regular input virtually, students become more inspired and their engagement in online increases (Sarker et al, 2019).…”

“…Regarding the relationship between instructor and student, most students indicated that their expectations did not match and they wanted more positive, communicative and constructive answers from their instructors, which much of the time remained unfulfilled (Sarker et al, 2019). One of the main reasons for such mismatches is the time required to be devoted by the faculty members for online teaching.…”

Implementation of Institution's E-Learning Platform in Teaching Online at ITB AAS Indonesia

“…The infrastructure model of the e-learning system consists of interconnected elements, such as the e-learning system, the information system of university management, the e-library system, the creation of e-content, and other services for students. Some limitations related to E-learning as stated by Sarker et al (2019) in their research as the learning materials are poorly structured and do not allow for many contacts between teachers and students. Several technical issues hinder access to elearning sites such as poor internet connectivity.…”