The organizational incapacity, of both individual and collective aspects, that may limit the participation in online education/distance learning.
Published in Chapter:
Challenges of Participating in Online Education/Distance Learning Amidst the COVID-19 Pandemic in Bangladesh: The Response From Students and Teachers
Md. Tanvir Hossain (Khulna University, Bangladesh), Nishana Afrin Nishu (Khulna University, Bangladesh), Nusrat Jahan (Khulna University, Bangladesh), Halimatus Saadia (Deara-Jugihati Aminia Alim Madrasha, Bangladesh), Mahfuza Zaman Ela (Khulna University, Bangladesh), Quazi Moshrur-Ul-Alam (Palli Karma Sahayak Foundation, Bangladesh), and Mohammed Zaber Hossain (Bangladesh Military Academy, Bangladesh)
Copyright: © 2022
|Pages: 28
DOI: 10.4018/978-1-7998-8402-6.ch015
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.