Transitioning to online education in English departments in Bangladesh: Learner perspectives

Abstract

During the brief coronavirus-induced hiatus in March and April 2020, educational institutions in Bangladesh including public universities began preparations for online classes. By the end of June, almost all private universities and a few public universities had started online classes with limited or no preparation, which was met with appreciation as well as censure from different stakeholders. Against this backdrop, this study was conducted with a view to examining the online teaching-learning scenario at Bangladeshi public universities from the perspective of one important stakeholder, the students, with a specific focus on the challenges they faced with this new mode of instruction. Suggestions were also sought from them regarding how the barriers to online instruction could be overcome. Data were collected from 26 students of English Departments of 11 public universities through semi-structured interviews. The major challenges reported include issues of access and equity, inadequate logistic support and poor infrastructure. Concerns related to curriculum, pedagogy, assessment and psychological issues were also highlighted. In addition, lack of prior experience and inadequate training were identified as serious obstacles. Major suggestions from the participants include ensuring access and equity, providing training opportunities and digital devices to students, and engaging in curriculum and assessment reforms.