Challenges of Participating in Online Education/Distance Learning Amidst the COVID-19 Pandemic in Bangladesh

Handbook of Research on Asian Perspectives of the Educational Impact of COVID-19 Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-8402-6.ch015

M. Hossain, N. Nishu, N. Jahan, Halima Saadia, Mahfuza Zaman Ela, Quazi Moshrur-Ul-Alam, M. Z. Hossain

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引用次数: 7

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.

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孟加拉国2019冠状病毒病大流行期间参与在线教育/远程学习的挑战

本研究旨在探讨孟加拉国中学、高等中学和高等教育机构的学生和教师参与在线教育/远程学习(OE/DL)的挑战。采用基于网络的电子问卷和自填问卷，收集了2473名学生和教师的数据。方差分析和t检验的结果表明，学生和教师对OE/DL的挑战存在分歧，但也有一些例外，如学习困难、政府的意愿和频繁的负荷减少。探索性因素分析的结果提出了一个双因素解决方案——“教学-技术挑战”和“财务挑战”——解释了OE/DL约50%的差异。总体结果表明，为了在孟加拉国实现包容性和高质量的OE/DL，强烈建议改善技术基础设施和教学内容，并解决财政困难，以提高OE/DL的效率，并尽量减少流行病对教育部门的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Handbook of Research on Asian Perspectives of the Educational Impact of COVID-19

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