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.
TopWhat Is Online Education/ Distance Learning And What Is Required?
The invention of the internet to connect people across the globe through the world wide web has completely changed the way of life. However, the introduction of online education/distance learning (OE/DL) in the mid-twenties in the United States revolutionized the education system making education more accessible and convenient and changing the attitude towards traditional lecture-theatre based education (Elmehdi & Ibrahem, 2019; Sarkar, 2020) and saving both money and energy to travel to the campus and to attend the class physically (Sarker et al., 2019). Generally, OE/DL is a form of education where education takes place over the internet, connecting the educators and the educands, allowing a flexible instructional delivery through electronic devices via the internet (Fallon & Brown, 2003; Kang, 2021). With some conceptual disagreement, OE/DL goes by many names, such as electronic learning (e-learning), web-based learning, internet-based learning, computer-based learning, remote-learning, virtual learning, network distance teaching and learning and so on (Joshi, 2021; Nikou & Maslov, 2021; Yao et al., 2021).
Key Terms in this Chapter
Challenges: Refers to the obstractions that impede the participation of both students and teachers in online education/distance learning.
Pedagogical Obstales: The institutional issues, such contents of curriculam, evaluation procedures, that may obstruct the optimum benefit from online education/distance learning.
Financial Obstacles: The monetary aspects, including the cost of internet connection or the cost of digital devices, that limit the involvement in online education/distance learning.
Online Education/Distance Learning: A form of education that connects educators and educands through internet and allows flexibility in teaching and learning.
Technical Obstacles: The mechanical and infrastructural inadequacies that may obstruct participation in online education/distance learning, and it includes internet connectivity, electrivity problems, confidentiality of data and information, etc.
Organizational Obstacle: The organizational incapacity, of both individual and collective aspects, that may limit the participation in online education/distance learning.
Personal Obstacles: The personal limitations of the individuals that may obstruct their participation in online education/distance learning, including motivation, doubts, difficulties, etc.