Emergence of Polarization and Marginalization in Online Education System of Bangladesh Due to COVID-19: Challenges and Policies to Ensure Inclusive Education

Hamid, Montaser; Alam, Tanvir; Rabbi, Forhad; Hasan, Khalad; Kuzminykh, Anastasia; Amin, Mohammad Ruhul

doi:10.1007/978-3-030-78224-5_16

Cited by 3 publications

(16 citation statements)

References 11 publications

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“…This impasse has been reached because of 'polarised opinions of what to do' and that without significant changes in policies little will change (similar views hold related to COVID-19 [62,63]).…”

Section: The Future For Refugeesmentioning

confidence: 98%

What the EdTech Experience in Refugee Camps Can Teach Us in Times of School Closure. Blended Learning, Modular and Mobile Programs Are Key to Keeping Disadvantaged Learners in Education

Tobin

Hieker

2021

Challenges

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COVID-19 is reshaping education. UNESCO estimates that at the peak in April 2020 COVID-19 disrupted the education of 1.5 billion enrolled learners in schools and universities in 190 countries. This period of unparalleled educational interruption has prompted a rapid reaction, a move to explore online distance learning solutions. Simultaneously, it has exposed the challenges and complexity of distance learning utilising Educational Technology (EdTech). Despite the many technological innovations, these challenges are not new to refugee learners, their educators and remote learning technology providers. In this article, the authors sought to explore frontline practitioners’ ‘lived experience’ of providing education utilising EdTech when education is disrupted by forced displacement. A small scale, explorative, qualitative study was conducted with educators in refugee camps and urban settings, in Greece, Jordan, Kenya and Rwanda, prior to the pandemic. Expert interviews revealed that EdTech programmes cannot be a stand-alone solution. Blended learning programmes that are context-specific, modular, optimised for mobile technology and delivered by trained and supported teachers are the most effective. The article ends with a reflection on how these findings can be applied globally when learning is disrupted by whatever means and lead to an equitable and sustainable recovery for all.

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Section: The Future For Refugeesmentioning

confidence: 98%

What the EdTech Experience in Refugee Camps Can Teach Us in Times of School Closure. Blended Learning, Modular and Mobile Programs Are Key to Keeping Disadvantaged Learners in Education

Tobin

Hieker

2021

Challenges

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“…Like many other countries, the education institutions in Bangladesh started developing the ICT infrastructure only when online classes were scheduled to start, and the development is still ongoing. This happened because online education was almost non-existent at the educational institutional level (Hamid et al. , 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Therefore, H6 is supported but H5 is not supported. During the pandemic, in Bangladesh, the online classes began on 1 June 2020 (Abdullah, 2020), and educational institutions and the government are still trying to mitigate the challenges related to online education (Hamid et al. , 2021; Zalat et al.…”

Section: Resultsmentioning

confidence: 99%

“…More than a month later, the UGC permitted all private universities to start classes online from 1 June 2020 (Abdullah, 2020) and subsequently, schools were also given permission to start online classes. Moreover, online education was almost non-existent at the educational institutional level in Bangladesh (Hamid et al. , 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Lack of proper ICT infrastructure, policies, training were the main reasons behind the lower prevalence of online education. Furthermore, these were also the reasons for which Bangladesh struggled to make the transition from face-to-face learning to online learning (Hamid et al. , 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Effectiveness of online education during the COVID-19 pandemic: a study of Bangladesh

Saifullah

Sharmeen²,

Ahmed³

2022

IJILT

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PurposeThe novel coronavirus (COVID-19) remains a global public health emergency as declared by the World Health Organization (WHO). The COVID-19 impacted educational institutions around the world, and they were shut down to minimize the fatalities and spread of the infection. Educational institutions around the world, including Bangladesh, started to conduct online classes as an alternative to physical classes. Therefore, this study assesses the effectiveness of online classes in terms of information and communications technology (ICT) readiness, online class assessment, online class participation, and convenience and flexibility for the educational institutions of Bangladesh.Design/methodology/approachTo fulfill the objective of the study, data were collected from 817 teachers and students. Additionally, the partial least squares (PLS) regression method was adopted as a quantitative technique.FindingsThe study shows that online class participation, online class assessment, and convenience and flexibility have positive relationships with ICT readiness and the effectiveness of online classes. At the same time, the challenges of online classes have negative relationships with ICT readiness and the effectiveness of online classes.Practical implicationsThe study suggests that the government should ensure stable internet connectivity access across the country so that both students and teachers can participate in online classes effectively. Moreover, educational institutional authorities should extend support to the institutions for developing proper ICT infrastructure.Originality/valueICT infrastructure readiness is the backbone for effective online education; however, before the COVID-19 pandemic, online education was almost non-existent at the educational institutional level in Bangladesh. The country started developing the ICT infrastructure only when online classes were scheduled to start, and the development is still ongoing. Hence, this study used ICT readiness as a mediator factor. Moreover, primary data are used in this study. The findings of the study will help academicians and policymakers to better understand the effectiveness of online classes.

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Patterns of participation and performance at the class level in English online education: A longitudinal cluster analysis of online K-12 after-school education in China

Wang,

Zhu,

et al. 2024

Educ Inf Technol

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Emergence of Polarization and Marginalization in Online Education System of Bangladesh Due to COVID-19: Challenges and Policies to Ensure Inclusive Education

Cited by 3 publications

References 11 publications

What the EdTech Experience in Refugee Camps Can Teach Us in Times of School Closure. Blended Learning, Modular and Mobile Programs Are Key to Keeping Disadvantaged Learners in Education

What the EdTech Experience in Refugee Camps Can Teach Us in Times of School Closure. Blended Learning, Modular and Mobile Programs Are Key to Keeping Disadvantaged Learners in Education

Effectiveness of online education during the COVID-19 pandemic: a study of Bangladesh

Patterns of participation and performance at the class level in English online education: A longitudinal cluster analysis of online K-12 after-school education in China

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