This empirical study is conducted in a blended learning setting of a technology-focused private university in Bangladesh to offer a model that could help attain a comprehensive goal of blended learning. The main objectives of this study are to examine course design in a blended learning setting, strategies adopted by the course teachers to maximize students’ online interactions in a collaborative manner and how well these strategies had an impact on quality of blended teaching and learning in tertiary education. Drawing upon a quasi-experimental approach, qualitative data were collected by observing the teaching and learning activities of a course named ‘Bangladesh Studies’ over a four-month semester. Findings of this study suggest a model that would allow better student–teacher interaction in both synchronous and asynchronous modes of teaching and learning based on three sequential stages such as referring to and discussing online peer-group comments in the regular face-to-face classes in asynchronous mode (stage 1), off-campus synchronous mode of interactions to utilize students’ personal study hours (stage 2) and off-campus asynchronous mode of interactions to offer flexibility for collaborative learning (stage 3). It is argued that the model that has been offered could be useful in promoting innovative and contextual pedagogy which will essentially involve students in sharing, interacting and collaborating discussions for knowledge construction and hereby enable overall cognitive development of students in a blended learning environment.

Teachers have tried to teach their students by introducing text books along with verbal instructions in traditional education system. However, teaching and learning methods could be changed for developing Information and Communication Technology (ICT). It's time to adapt students with interactive learning system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to create high quality and realistic leaning environment for students. Visual learning can be easier to understand and deal with their learning. We developed visual learning materials (an overview of solar system) in the form of video for students of primary level using different multimedia application tools. The objective of this paper is to examine the impact of student's abilities to acquire new knowledge or skills through visual learning materials and blended leaning that is integration of visual learning materials with teacher's instructions. We visited a primary school in Dhaka city for this study and conducted teaching with three different groups of students (i) teacher taught students by traditional system on same materials and marked level of student's ability to adapt by a set of questions (ii) another group was taught with only visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught with the video of solar system combined with teacher's instructions and assessed with the same questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended approach of learning. The interactive blended approach greatly promoted students ability of acquisition of knowledge and skills. Students response and perception were very positive towards the blended technique than the other two methods. This interactive blending leaning system may be an appropriate method especially for school children.

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An interesting case of a child with a tail is reported. The child had a tail like structure in the back since birth, increasing with age. It was 20 cm. long, the longest tail so far described in the English literature. There was no functional complain. The result was excellent after excision as the problem was only cosmetic.

COVID-19 pandemic has dramatically transformed the global education system to a great extent. In a short period, e-learning has been adopted globally as an al-ternative teaching-learning medium. However, this sudden transition raises many concerns about e-learning acceptability. To make a clear inference, this study investigated the acceptance of e-learning (perceived usefulness, and perceived ease of use) among university-level students using the Technology Acceptance Model (TAM). The empirical analysis was performed on a sample of 694 university students in Bangladesh during the COVID-19 crisis. Findings revealed that students' overall e-learning acceptability was not adequate (32.8%), a significant number of students (46.8%) were not satisfied with e-learning experience and that majority (70.2%) of students preferred face-to-face education systems for their future study. The study also highlighted the underlying factors that negatively affect students' e-learning acceptance such as lack of technological skills, less familiarity with e-learning, lack of simplicity, low productivity, inefficiency, and so on. The overall findings of this study are intended to assist stakeholders to understand the gaps that need to be addressed immediately to increase students ’e-learning acceptability in the future.