This chapter aims to explore the online training activities and visual education in Bangladesh that is envisaged on academic capitalism. To understand the virtual training or academic scenarios, we have to depend on mainly secondary data sources, but the authors have crosschecked whenever they had the opportunities to do that. COVID-19 sped up our virtual steps, but behind that, a financial matter is involved. COVID-19, virtual training, and money matters all are involved in quality education.
TopIntroduction
We live in a digital society transforming all social and institutional areas under colonial ghost in Bangladesh (Roy et al., 2022). The wave of these changes has a significant impact on training institutions and the relationship between knowledge production and academic culture (Roy et al., 2022). Because of, digital capitalism is replacing both knowledge economics and the logic of academic capitalism (Fuchs, 2019; Peters, 2020; Roy et al., 2022). On the other hand, the processes of social digitization change the government's logic in terms of numbers (Rose, 1991; 1999), which has dominated academia and transformed educators' professional identity over the last few decades. “Power of matrix” (Bear, 2016) is being added to the culture of numbers and the culture of performance (Ball, 2012), along with the processes of self-observation and self-propagation of “quantitative matter” (Lupton, 2016). The Power of Matrix gave birth to new “digitized scholars” (Lupton, Mewburn, & Thompson, 2018).
This article explores some of the relevant aspects of the digitalization of training institutions and online sessions. Showing how digital capitalism, the power of digitalization, and social platforms dominate academic knowledge production in training institutions
First, it describes how, since the 1980s, knowledge in training institutions has been dominated by neo-liberal rationalism of economics, academic capitalism, the government of numbers, and the culture of performance. Subsequently, from the beginning of the twentieth century, the principles of accountability of training institutions became the most decisive political change to change the functioning of universities under the policy of academic capitalism. Accountability systems have imposed direct control on training institutes and trainers, changing how scientific knowledge is created. Third, the concept of digital capitalism and the government of numbers is guided by the algorithmic process of Big Data (Kitchen, 2014), Surveillance Capitalism and “University Applied” (Hall, 2016). Finally, the most critical academic, and social platforms are analyzed - Academia.edu and ResearchGate - and their validity in digital academic capitalism, promoting the construction of measured and digitized academic subjects (Lupton, Mewburn and Thompson, 2018).