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Education in Emergencies, Inequities, and the Digital Divide: Strategies for Supporting Teachers and Students in Higher Education in Bangladesh
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Author(s): M. Mahruf C. Shohel (University of Sussex, UK), Md. Ashrafuzzaman (Bangabandhu Sheikh Mujibur Rahman Digital University, Bangladesh), Muhammad Shajjad Ahsan (Jahangirnagar University, Bangladesh), Arif Mahmud (University of Roehampton, UK)and Atm Shafiul Alam (Queen Mary University of London, UK)
Copyright: 2021
Pages: 25
Source title:
Handbook of Research on Inequities in Online Education During Global Crises
Source Author(s)/Editor(s): Lydia Kyei-Blankson (Illinois State University, USA), Joseph Blankson (Ohio Northern University, USA)and Esther Ntuli (Idaho State University, USA)
DOI: 10.4018/978-1-7998-6533-9.ch027
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Abstract
The COVID-19 pandemic upended the daily life of every individual throughout the world and has had an impact on every sphere of life. However, its impact on education, especially higher education, is profound. This chapter is based on a recent study, which explored teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. The chapter focuses on how switching from face-to-face to online distance teaching and learning within a short period of time has created educational inequality and the digital divide among teachers and students in higher education in Bangladesh. Based on the findings from the recent surveys (teachers' and students' perspectives), this chapter provides recommendations for the stakeholders to support teachers and students during the emergency remote teaching and learning. It also shows how different strategies could minimize educational inequality and the digital divide during the time of crisis and how the COVID-19 pandemic lockdown impacted on the transition and transformation of teaching and learning in Bangladesh.
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