Hybrid Instruction: Post COVID-19 Solution for
Higher Education in Bangladesh

Ahmed, Ikbal; Helal, Eunus Mia Bhuiyan Md Shafiqul Alam; Banik, Nayan

doi:10.46501/ijmtst061004

Cited by 9 publications

(4 citation statements)

References 6 publications

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“…There was also a lack of teacher readiness for the new educational process conditions associated with the introduction of the new learning paradigm, the core of which is the digital educational environment. Thus, hybrid learning can be effective only with excellent broadcast quality, identical role positions for students, adapted interactive interactions, the effect of the listener's presence in the audience and the highest qualifications of the teacher (Ahmed, Bhuiyan, Helal, Banik, 2020;Wang, Sun, Wang, & Robson, 2021).…”

Section: Discussionmentioning

confidence: 99%

Students' perspectives of a hybrid learning system in Kazakhstani higher education: A case study

Amirova,

Zhumabayeva,

Zhunusbekova

et al. 2024

JEELR

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Hybrid learning is a relatively new approach in Kazakhstan's educational system. The transition to a new format necessitates a significant amount of effort and restructuring at the universities. The problems of researching the advantages and disadvantages of implementing this kind of instruction in the classroom are very relevant. The study's goal was to investigate students' attitudes towards implementing a hybrid learning environment. A qualitative method of data analysis was applied in the study. 1,186 students participated in hybrid learning at various universities in Kazakhstan. According to the findings, students value the flexibility and convenience of attending classes remotely through a two-way video conference. However, the findings also indicate that this new learning environment faces several pedagogical and technological challenges. These findings emphasize the importance of assisting students in understanding hybrid learning resources and goals thereby creating opportunities for success in hybrid learning. Policymakers in education can use it as a guide to develop policies related to crisis management or inclusive education as well as curriculum documents and resources for hybrid learning.

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Section: Discussionmentioning

confidence: 99%

Students' perspectives of a hybrid learning system in Kazakhstani higher education: A case study

Amirova,

Zhumabayeva,

Zhunusbekova

et al. 2024

JEELR

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“…Teachers and students must use hybrid teaching to preserve social distance while continuing their educational pursuits. (Ahmed et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Excursion to the Smart Dimension Through Mathematics: Significance of Outcome-Based Education

2021

aijelr

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The advancement of a smart society depends to a large extent on the standard of the higher education system. The fourth Industrial Revolution (FIR), or smart industry, is the trend related to artificial intelligence, changing various aspects of life, especially the education system. The flow of the smart industry, spurring Bangladesh to accept the technologies of the FIR. The drift of FIR will drop a strong impact on our graduates. The smart industry needs the efficiency of Science, Technology, Engineering, and Mathematics (STEM). Mathematics is a scaffold to the next industrial revolution. So, our university education system should be convenient to set up our graduates all around the smart world and overcome the industrial requirements; it is compulsory to adopt Outcome-Based Education (OBE). OBE templates were approved at the 157th meeting of the University Grants Commission of Bangladesh (UGC) on 06 February 2020. Recently, UGC has requested that all universities modify their undergrad educational plans depending on the Outcome-Based Education (OBE) layout. The purpose of this article is to look at the significance of skilled Mathematics alumni for the smart world, and we also examine the challenges of actualizing Outcome-Based Education (OBE).

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“…At the time of the "Corona crisis", the primary task of the Ministries of education in different countries was to ensure the continuity of the educational process, which led to the mandatory shift from the traditional face-to-face form of education to the remote format at all school levels in various countries (Ahmed et al, 2020;Panev, 2021). This indicates a radical change in methods, didactic and psychological models of teaching, compilation and development of digital educational content.…”

Section: Introductionmentioning

confidence: 99%

Anti-crisis management in Higher Education institutions of Ukraine during the Covid-19 pandemic

Nenko

Orendarchuk²,

Rudenko

et al. 2021

Rev. Bras. Educ. Camp.

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Gestão Anticrise nas instituições de Ensino Superior da Ucrânia durante a Pandemia da COVID-19 O artigo fornece uma visão geral das estratégias de gestão anticrise do Ministério da Educação da Ucrânia e das autoridades educacionais das instituições de ensino superior ucranianas no contexto da pandemia COVID-19. O estudo compreende os resultados da pesquisa on-line realizada entre 1º de março de 2021 e 11 de abril de 2021 e abrangeu 380 respondentes (docentes das 12 principais instituições de ensino superior de diferentes regiões do país). Foi realizada a análise estatística e descritiva dos desafios enfrentados pelos professores ucranianos. A análise deixa clara que as atividades de gestão de anticrise (organizacional, sociopsicológica, técnica, etc.) durante os fechamentos causados pela Pandemia ainda não foram objetos de pesquisas suficientes e, portanto, permanecem um fenômeno inexplorado. A análise apresentada comprova a urgência do problema de desenvolvimento de atividades de gestão anticrise e visa facilitar a gestão educativa anticrise. Além disso, o estudo fornece uma base de informações relevantes para decisões e ações na política, administração e prática acadêmica. Palavras-chave: COVID-19, ensino online, desafio, gestão educacional, ensino superior. Anti-crisis management in Higher Education institutions of Ukraine during the Covid-19 pandemic ABSTRACT. The article provides an overview of the anti-crisis managerial strategies of the Ministry of Education of Ukraine and educational authorities of Ukrainian higher education institutions in the context of the COVID-19 pandemic. The study comprises results of the on-line survey conducted between the 1st of March 2021 and 11th of April 2021 and covering 380 respondents (faculty members of 12 major higher education institutions in various regions of the country). The statistical and descriptive analysis of the challenges faced by Ukrainian teachers was carried out. The review makes clear that anti-crisis management activities (organizational, socio-psychological, technical, etc.) during corona-based closures have not yet been the object of sufficient surveys and therefore remain an unexplored phenomenon. The review presented proves the urgency of the problem of development of anti-crisis management activities and is intended to facilitate educational anti-crisis management. In addition, the study provides a relevant information basis for decisions and action in politics, administration and academic practice. Keywords: COVID-19, online teaching, challenge, educational management, higher education. Gestión anticrisis en las instituciones de Educación Superior de Ucrania durante la Pandemia del Covid-19 RESUMEN. El artículo ofrece una visión general de las estrategias de gestión anticrisis del Ministerio de Educación de Ucrania y de las autoridades educativas de los centros de enseñanza superior ucranianos en el contexto de la pandemia de COVID-19. El estudio comprende los resultados de la encuesta en línea realizada entre el 1 de marzo de 2021 y el 11 de abril de 2021 y abarcó a 380 encuestados (miembros del profesorado de las 12 principales instituciones de enseñanza superior de diferentes regiones del país). Se realizó un análisis estadístico y descriptivo de los retos a los que se enfrentan los profesores ucranianos. El análisis pone de manifiesto que las actividades de gestión anticrisis (organizativas, sociopsicológicas, técnicas, etc.) durante los cierres provocados por la pandemia aún no han sido objeto de suficiente investigación y, por tanto, siguen siendo un fenómeno inexplorado. El análisis presentado demuestra la urgencia del problema de desarrollar actividades de gestión anticrisis y pretende facilitar la gestión educativa anticrisis. Además, el estudio proporciona una base de información relevante para las decisiones y acciones en la política, la administración y la práctica académicas. Palabras clave: COVID-19, enseñanza en línea, desafío, gestión educativa, educación superior.

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Hybrid Instruction: Post COVID-19 Solution for Higher Education in Bangladesh

Cited by 9 publications

References 6 publications

Students' perspectives of a hybrid learning system in Kazakhstani higher education: A case study

Students' perspectives of a hybrid learning system in Kazakhstani higher education: A case study

Excursion to the Smart Dimension Through Mathematics: Significance of Outcome-Based Education

Anti-crisis management in Higher Education institutions of Ukraine during the Covid-19 pandemic

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