Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal (original) (raw)
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Online Instruction during COVID-19 at Public Universities in Bangladesh: Teacher and Student Voices
Teaching English as a Second Language Electronic Journal(TESL- EJ), 2021
In the context of the COVID-19 pandemic, which disrupted face-to-face teaching globally, educational institutions in Bangladesh adopted online instruction as the best available alternative. Since teachers and students were not quite familiar with remote teaching, it was deemed necessary to gauge their level of preparedness for online instruction. This study investigated the perceptions of teachers and students of public universities, and examined their views of online pedagogy, assessment and the major challenges faced. Data were collected from 158 teachers and 1468 students through survey questionnaires and Focus Group Discussions. Results indicate that participants had favourable attitudes towards online classes, but they expressed concern for students who they thought were marginalized due to lack of digital devices and poor internet connectivity. Inadequate teacher preparation, lack of familiarity with online pedagogy, limited know-how of online assessment and issues of affordability and equity were reported to be the major threats. Initial insights highlight the need for supporting the disadvantaged students as well as training teachers to employ appropriate tools and techniques for teaching and assessing online.
International Journal of Scientific and Research Publications (IJSRP), 2021
Following an extraordinary condition of confinement due to the Covid-19 epidemic, academic institutions were urged to focus on supporting telecommunications technology. Higher education went entirely online for the first time. The authors of this study performed an online voluntary survey in which Greek students were asked questions regarding the distant education they had received during the Covid-19 shutdown, particularly the synchronous variety. The goal of this study was to look at the primary difficulties that hampered students' learning, both technological hurdles that made communication difficult and teaching/learning challenges that arose because of growing trends. Recognizing the major issues that occurred in the educational process during the lockdown period will lead to improved communication in the field of remote education in the future. The research was shared with the students not just through their institutions' Student Counseling Centers, but also through articles on well-known student content websites. According to the findings of the research, most students attended synchronous communication online classes (theoretical and practical) in place of their face-to-face sessions. Students raised concerns about synchronous communication instructional techniques, as well as how their lessons were arranged and presented. They alluded to the primary technical issues that happened-on the teacher's side-preventing appropriate communication, as well as the practices that stressed them or the lack of contact between students and instructors that they encountered during the lockdown. Despite these issues, most students are interested in furthering their education through online learning in addition to regular classroom courses. Overall, this survey offered valuable supplementary information about students' attitudes regarding online education during the first quarantine period.
Online Instruction during COVID-19 at Public Universities in Bangladesh
TESL-EJ, 2021
In the context of the COVID-19 pandemic, which disrupted face-to-face teaching globally, educational institutions in Bangladesh adopted online instruction as the best available alternative. Since teachers and students were not quite familiar with remote teaching, it was deemed necessary to gauge their level of preparedness for online instruction. This study investigated the perceptions of teachers and students of public universities, and examined their views of online pedagogy, assessment and the major challenges faced. Data were collected from 158 teachers and 1468 students through survey questionnaires and Focus Group Discussions. Results indicate that participants had favourable attitudes towards online classes, but they expressed concern for students who they thought were marginalized due to lack of digital devices and poor internet connectivity. Inadequate teacher preparation, lack of familiarity with online pedagogy, limited know-how of online assessment and issues of affordability and equity were reported to be the major threats. Initial insights highlight the need for supporting the disadvantaged students as well as training teachers to employ appropriate tools and techniques for teaching and assessing online.
Online Education during COVID-19 in Bangladesh: University Teachers’ Perspective
Aquademia
In Bangladesh like the other nations around the world educational sector is highly affected by COVID-19. During this lockdown teachers may help their students to minimize the educational gap. An online survey was conducted from 30 July to 24 September 2020 to collect the information from teacher of different public and private universities. Descriptive statistics was used to find their perceptions about online education, and problems faced related to e-learning. About 88.5% of the participants take online classes during the pandemic among them majority (91.3%) of them were staying at home and continue their online educational support to the students. They may face some problem during the online classes and poor internet connection (69.31%) and lack of logistic support (19.13%) were the main problem they faced. Very few (1.4%) of them think the process are not helping the students to overcome the educational gap. This study will helpful for government and the educational authority to find the overall scenario of online education during lockdown from teachers' point view.
International Journal of Social Science and Human Research
The unexpected arrival of COVID-19 pandemic affected general wellbeing and security and the instructive frameworks around the world. Inspired by a paranoid fear of the further spread of infections, most instructive foundations, including Bangladesh, have deferred their eye to eye educating. Subsequently, this examination investigates tertiary level student’s acknowledgment of online classes during the COVID-19 pandemic in Bangladesh. Information had gathered among undergraduates of Jahangirnagar University, BGMEA University of Fashion and Technology (BUFT), Uttara University through an online study, and calls. The examination followed a quantitative methodology, where the study procedure was utilized as an instrument of information assortment. Results showed that most undergraduates confronted trouble partaking in virtual classes and couldn't speak with their teachers as well as classmates effectively during on the web classes. The examination additionally investigated that most...
Journal of Research in Innovative Teaching & Learning, 2021
Purpose-Every day thousands of academic institutes suspend their classes and students are staying in their home maintaining social distancing due to the fear of COVID-19 pandemic and Nepal is no exception. Realizing these facts, this study aims to explore the factors for the effectiveness of online mode of classes to on-class course-based students and analyzes the perception of faculties and students toward online mode during the COVID-19 pandemic. Design/methodology/approach-It is based on exploratory research design, following mixed methods of qualitative and quantitative procedure. To build a rich understanding of the phenomenon, three-stage data collection procedure: preliminary interview, structural survey and validation were used. Findings-This study revealed triplet factors: infrastructure, student and teacher as antecedents of effectiveness of online classes during a pandemic. Technological support, infrastructure availability, faculty and students' perception have a sig...
2022
The students in primary and high schools were the most at risk of being impacted by the Covid-19 outbreak in terms of their educational status. The whole education system slowly transited from in-class to online as per the time's demand. By examining students' online learning experiences during the COVID-19 epidemic in various situations, this study aims to present student voices of online education and explain why the implications are significant for student learning. Two nations are studied on a comparative window-Bangladesh and the United Arab Emirates-having different levels of socioeconomic development, the severity of the COVID-19 outbreak, pandemic preparedness measures, and the growth of online learning. A total of 125 students from Bangladesh and the UAE were surveyed quantitatively on the efficiency of online learning. To determine the efficacy of online education, constructs were created, and a questionnaire based on the structures was established. This study is cross-sectional and uses an inferred deductive methodology. Although many studies assert that online learning is just as successful as traditional learning, relatively few studies have examined the effectiveness of online instruction, particularly when switching from traditional learning methods to online learning. Additionally, no paper has investigated how elementary school pupils perceive the system, despite the fact that they were the most susceptible during the changeover. This essay seeks to close that gap. The results imply that students respond in a different way to virtual learning, and their response is centered around their competence in applying online devices, their capability to technically use virtual classes, and the teachers' approach in organizing education activities.
Online Teaching during COVID-19 in Bangladesh: Challenges Faced by the EL Teachers
Nepal English Language Teachers’ Association (NELTA)
The study explored the challenges faced by secondary and higher secondary English language (EL) teachers in Bangladesh while teaching their learners online during the COVID-19 pandemic. Like teachers in most countries across the world, Bangladeshi EL teachers had to abruptly switch to online mode of teaching from in-person classes without much preparation. Following the constructivist research paradigm and a qualitative multiple case study approach, four secondary and four higher secondary EL teachers were interviewed to gather in-depth data on the challenges they encountered. The fi ndings showed that the main challenges for the teachers included: unavailability of devices, falling interest, poor attendance of learners, less interaction in classes, lack of technological skills and training, fi nancial hardship, unstable internet connections, almost no practice of language skills, lack of online testing schemes, negative mental and physical impacts, and the overall perceived ineffi cacy of online EL classes. The paper also discusses the implications of the main fi ndings and proposes some recommendations for the teachers and other stakeholders concerned.
Teacher’s World: Journal of Education and Research, 2022
Due to the global pandemic, there has been an emergency shift in higher education of Bangladesh from face-to-face to fully online mode. This quick and somewhat unplanned change in the mode of teaching-learning has created a lot of challenges for both the teachers and the students. It is evident that the students, especially the public university students are mostly suffering because of this change. This qualitative study thus focuses on the perceptions of the students of University of Dhaka about this new way of teaching and learning and its effects on their lives. The finding reveals that most of the challenges are regarding infrastructural conditions, economic condition, mental wellbeing and teacher-student relationship. This study also explores possible solutions for these challenges and ways to incorporate online or blended education strategies in the higher education system of Bangladesh.