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<p>Online education has become an essential part of modern learning, but it comes with its own set of challenges, especially in developing countries like Bangladesh. While digital platforms offer flexibility, they also highlight significant hurdles, such as unequal access to technology, low student engagement, and worries about fair assessments. Most previous studies<!--Query ID="Q1" Text="Author names: Please confirm if the author names are presented accurately and in the correct sequence (given name, middle nameinitial, family name). Author 1 Given name: [S. M. Samuel] Last name [Karim], Author 3 Given name: [Chowdhury Bakhtiar Uddin] Last name [Ahmed], Author 4 Given name: [Muhammad Tofazzel] Last name [Hossain]. Also, kindly confirm the details in the metadata are correct." Resolved="yes"--> have examined these issues from either the student or teacher’s perspective, leaving a noticeable gap in understanding their shared experiences. This mixed-methods convergent parallel study seeks to address that gap by integrating quantitative survey data (N = 130) with qualitative interviews to investigate the challenges and potential solutions within Bangladesh’s online education system. The key findings reveal three significant areas of concern: (1) obstacles to digital accessibility, especially for rural students who struggle with internet connectivity and device availability; (2) pedagogical challenges, including low participation rates and insufficient faculty training; and (3) concerns regarding the integrity of assessments. The study offers practical solutions, such as improving infrastructure, developing faculty training programs, and implementing AI-enhanced assessment methods. These insights not only support local policy development but also enrich global discussions about digital <!--Query ID="Q2" Text="Please provide valid orcid for authors Shahriar Shahriar and Chowdhury Bakhtiar Uddin Ahmed." Resolved="yes"-->education equity in developing economies.</p>

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Teachers’ and students’ perceptions of online education in Bangladesh: challenges and solutions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月7日

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  • S. M. Samuel Karim,
  • Shahriar Parvin,
  • Chowdhury Bakhtiar Uddin Ahmed,
  • Muhammad Tofazzel Hossain

摘要

Online education has become an essential part of modern learning, but it comes with its own set of challenges, especially in developing countries like Bangladesh. While digital platforms offer flexibility, they also highlight significant hurdles, such as unequal access to technology, low student engagement, and worries about fair assessments. Most previous studies have examined these issues from either the student or teacher’s perspective, leaving a noticeable gap in understanding their shared experiences. This mixed-methods convergent parallel study seeks to address that gap by integrating quantitative survey data (N = 130) with qualitative interviews to investigate the challenges and potential solutions within Bangladesh’s online education system. The key findings reveal three significant areas of concern: (1) obstacles to digital accessibility, especially for rural students who struggle with internet connectivity and device availability; (2) pedagogical challenges, including low participation rates and insufficient faculty training; and (3) concerns regarding the integrity of assessments. The study offers practical solutions, such as improving infrastructure, developing faculty training programs, and implementing AI-enhanced assessment methods. These insights not only support local policy development but also enrich global discussions about digital education equity in developing economies.