Background: The corona virus disease-2019 (COVID-19) or corona pandemic is an outgoing pandemic caused by coronavirus 2019 (COVID-19) caused by the transmission of severe acute respiratory syndrome coronavirus-2. It was first identified in Wuhan, China, and the first COVID-19 case in Bangladesh was on March 7, 2020. A retrospective research was conducted on Brahmanbaria Medical College with COVID-19-suspected patients to understand the current situation of COVID-19 in Brahmanbaria. Methods: A total 752 oropharyngeal and nasopharyngeal swab samples were collected from COVID-19 suspected patients and reverse transcriptase–polymerase chain reaction test was run to identify the positive cases. Results: We found 28.5% (n = 214) of positive cases among which 22.9% (n = 49) were diabetes mellitus patients and 20.5% (n = 46) were hypertension patients too. Conclusion: A total of 214 (28.5%) COVID-19 positive confirmed cases among 752 COVID-19-suspected peoples were found. The most common age group of COVID-19 patients was between 31 and 40 years, which is a matter of great concern as these patients develop different postcorona syndromes such as weakness, breathlessness, and muscles pains and cannot go back to their normal daily life as before.

In recent years, motivation has received noticeable research attention. Self-motivated students' online learning efforts can be influenced by their ability to control their thoughts, learning behaviour, and motivation. Studies indicate that motivation in online learning does not gain adequate attention. This chapter will contribute to fulfil the gap and offer prospects for online higher education in Bangladesh. It will highlight some detailed empirical findings regarding motivation in online learning of tertiary students of Bangladesh and its association with students' academic achievement. The chapter will also provide some suggestions based on existing experiences gained from continuing efforts in the pandemic for developing countries and low-resource settings like Bangladesh that will be helpful for teachers, researchers, and policymakers to redesign teaching-learning activities. From the suggestions of this chapter, even resource-constrained countries would get some ideas to identify appropriate online teaching-learning tools to re-organise and reuse their trivial resources.

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