The Impact of COVID-19 Pandemic on Tertiary Education in Bangladesh: Students’ Perspectives

Abstract

The present study sought to explore the impact of COVID-19 pandemic on tertiary education in Bangladesh through the students' perspectives by using a qualitative research design. The participants were fifty university students who took part in semi-structured interviews. The thematic analysis method was used for data analysis. Numerous unprecedented disruptions in students' learning, decrease in motivation and study hours, and various physical, mental, and economic problems regarding academic studies were prominently found in this study. The study findings concerning online education such as unavailability of electronic devices, limited access to the internet, high cost of internet, low speed of internet, and difficulties in using online platforms were also provided valuable insights into the present scenario of online tertiary education in Bangladesh as COVID-19 is continuing. It is recommended that necessary steps should be taken to improve internet speed and provide free or cheaper internet packages and technical training on online education to tertiary-level students in Bangladesh in this COVID-19 period.

Teaching in Times of COVID-19 Pandemic in Two Peripheral Greek Universities: Lessons Learned from Students’ Experiences and Opinions

“…It is interesting to note that students didn"t seem to enjoy this temporary break from academic life, on the contrary, they rather preferred to go on as usual with their studies. These findings are in accordance with studies in other countries (Dutta and Smita, 2020), that came to the same results, despite cultural differences that could be mentioned among students from different countries and civilizations.…”

Student’s Attitude and Satisfaction towards Transformative Learning: A Research Study on Emergency Remote Learning in Tertiary Education

“…Unlike Zia's (2020) quantitative study that discovered students had trouble in technology adaptability with the new teaching model. Nevertheless, students did raise the concern on poor internet connections would interfere with the online learning experience which comprehends with Dushkevych et al's (2020), Zhang et al's (2020), Mohmmed et al's (2020), Blizak et al's (2020) and Dutta & Smita's (2020) research studies. This issue has been the main concern for many as every possible way of online course delivery relies on internet services.…”

“…In the relation to this study, Zhong (2020) and Crawford et al (2020) claimed that minimal resourced institutions and limited access to technology or the internet impacted students' ability to engage and participate in the online environment. Similarly, Dutta & Smita (2020) qualitative research also identified issues concerning online studies which include limited access to the internet, high cost of internet, unavailability of electronic devices, and students facing difficulties in using online platforms. Alvarez (2020) phenomenological research and Alipio (2020) descriptive study also supports the argument on how poor internet access, financial constraints, and lack of technological devices have been the demanding challenges among learners when exposed to emergency remote learning.…”

“…Navigation is important and should be layout in the most simplistic way where all students can find and navigate through the portal even with a low level of digital literacy. According to Dutta & Smita's (2020) qualitative research, they mentioned about students facing difficulties in using online platforms, have been a challenge for online learning. This issue has become a concern in which can be resolved by focusing on the online learning platform navigation.…”

Using ELSA App in Speaking Classes: Students’ Voices

“…In university level, the challenge of using online platforms has been valuable insights into the existing online tertiary scenario have also been provided Education continues in the form of COVID-19. [4] As the pandemic interfered with their academic functioning, students endured major education disturbances [5]. Face-to-face teaching/learning has been suspended since the closing of tertiary-level educational institutions.…”