Abstract
This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment.
Highlights
In todays’ webified environment, where internet and technology play a vital role in transforming socio-cultural aspects of the human existence and the paraphernalia along with it which includes education as well, does not aptly indicate readiness for andragogical or heutagogical migration as claimed by most of the academic institutions, especially in a Post-New Normal scenario that sprung from Covid-19 Pandemic
All the institutions in Bangladesh, that is to say, primary schools, secondary schools, higher secondary schools, colleges, universities and other institutions are claiming to have transformed from Education 1.0 to Education 3.0 through their work experiences, best practices, means of lesson delivery, choice of teaching approaches, graduation production attributes, and prospective teacher recruitment requirements against a set of established indicators; whereas, in reality their implementation of the elearning and teaching indicate the contrary
Research Findings For one thing, the Bangladeshi teachers with work experience over 11 years form the major group of the teaching population across the nation who are actively teaching at the primary, secondary, higher secondary, college, and university level
Summary
In todays’ webified environment, where internet and technology play a vital role in transforming socio-cultural aspects of the human existence and the paraphernalia along with it which includes education as well, does not aptly indicate readiness for andragogical or heutagogical migration as claimed by most of the academic institutions, especially in a Post-New Normal scenario that sprung from Covid-19 Pandemic. A good number of teachers with work experience between 0 to 5 years are indicative of Education 3.0 mind frame contrary to their best practices, choice of means of lesson delivery, methods of teaching or teaching approaches and most importantly to their plans for graduate attributes and future teacher recruitment requirements.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Contemporary Research in Education and English Language Teaching
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
