Learning In Bangladesh Research Articles

Exploration of auditory statistical learning, socioeconomic status, and language outcomes in Bangladeshi children: A functional near-infrared spectroscopy study.

Auditory statistical learning, or the ability to detect statistical regularities in continuously presented stimuli, is thought to be one element that underlies language acquisition. Prior studies have uncovered behavioral and neural correlates of statistical learning, yet additional work is needed from low- and middle-income countries to explore whether statistical learning varies across cultures or underlies associations often found between socioeconomic status (SES) and language outcomes. In the present study, we explored the feasibility of using functional near-infrared spectroscopy (fNIRS) to explore auditory statistical learning in Bangladesh, a lower-middle-income country. Participants were 102 2-year-old (M = 25.72 months, SD = 2.07 months) and 125 5-year-old children (M = 62.35 months, SD = 2.46 months) living in a low-income urban neighborhood of Dhaka (average family income of 28,145.13 Bangladeshi Takas or 260.06 U.S. dollars per month). We also collected measures of SES and language outcomes. Brain responses during the statistical learning paradigm could be detected with fNIRS in both two- and 5-year-olds, with 2-year-olds exhibiting a higher response to predictable sequences and 5-year-olds exhibiting higher responses to unpredictable sequences. fNIRS correlates of statistical learning were not related to language outcomes but were associated with SES in the 5-year-old cohort. This study demonstrates the utility of employing fNIRS to study the neural correlates of statistical learning in low- and middle-income countries and the feasibility of expanding the representativeness of the existing literature. These findings also highlight potential areas for inquiry into how SES may relate to individual differences in statistical learning responses. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Exploring the future of edtech and the COVID-19 impact on digital learning in Bangladesh: A predictive analysis using EDA and regression analysis

Exploring the future of edtech and the COVID-19 impact on digital learning in Bangladesh: A predictive analysis using EDA and regression analysis

The Impact of Technological and Social Factors on Students’ Engagement in Online Learning: Evidence Based on Self-Determination Theory

This study addresses and investigates university students’ engagement and perspectives on utilising online learning in Bangladesh. The goal of this study is to pinpoint the variables that affect students' engagement technologically and socially and to understand the level of students' engagement in an online learning environment. This research used the quantitative method. The respondents to this research were undergraduate and postgraduate students from both private and public universities in Bangladesh, located in different locations. The number of respondents was 201. A structured questionnaire obtained via Google Form was used to determine the level of engagement and understanding of using online learning. SPSS was used to analyse the data that had been gathered. Outcome has demonstrated that the technological factor influences students’ engagement, such as the necessity of a device or gadget. Also, social factors like engagement in classes and mental health issues positively influence students’ engagement in online learning. Overall engagement in online classes is low because there is less communication and assistance from classmates, and students' engagement during online learning is influenced by mental health issues. The self-determination theory has been adopted to represent this study’s variables and also to understand students’ engagement in online learning. This research's recommendations, based on the findings, include the necessity for serious measures to support students' psychological wellbeing and their personal and financial concerns, and that more engagement with classmates should be ensured and improved by the academicians and university authority

Impacts of COVID‐19 on social work teaching and learning in Bangladesh

AbstractThe COVID‐19 pandemic had a significant impact on both classroom instruction and practical learning within Social Work Departments in Bangladesh. This research took two state universities in Bangladesh as case studies, using a qualitative methodology. Researchers conducted 10 Key Informant Interviews, with professors and field supervisors, 20 in‐depth interviews with Master of Social Sciences (MSS) students and two Focus Group Discussions with MSS students. During the pandemic, University faculty experimented with virtual classrooms, pre‐recorded lectures, and online chat forums to interact with postgraduate students. However, these approaches were not completely successful due to the limitations of digital infrastructure at the Universities and at students' residences. Shortcomings in virtual education included technological barriers, insufficient access to educational resources, and an unusual mental health situation for many students. Student practica were difficult to organize, due to technological barriers, restricted field placement opportunities, disruption in client interaction, and community outreach, interruptions in fieldwork and data collection, as well as insufficient faculty supervision and support. Universities ought to take proactive measures to integrate technology into teaching and learning in normal times so that both can continue during public health emergencies without adding educational crisis to the general state of emergency.

Policy Recommendation for Strengthening Capacity for Urban Disaster Management through Open and Distance Learning in Bangladesh

The adverse effects of climate change-induced geo-environmental changes have turned Bangladesh prone to intensifying recurring hazards like- floods, erratic rainfall, landslides, cyclones, storm surges, riverbank erosion, deforestation, droughts, and many more. Earthquake has also been identified as a hazard in Bangladesh. In addition, congested and unhealthy residential areas with high population density, inadequate infrastructural transport and communication facilities, and limited urban disaster management capabilities have been worsening the situation. The main theme of the study was to explore the ways of capacity building of disaster management in Dhaka City Corporation (DCC) through the Open and Distance Learning (ODL) approach offered by the School of Social Sciences, Humanities, and Languages (SSHL), Bangladesh Open University (BOU). The BOU has extensive access to communicate and spread knowledge to its large number of learners within the shortest possible time. Hence, the present research attempted to explore the prospects of the Open and Distance Learning (ODL) approach for strengthening the capacity of urban disaster management through BOU by forming skilled Urban Disaster Volunteer (UDV) teams in different parts of the DCC. Creating and incorporating an Urban Disaster Management (UDM) knowledge pool regarding the hazard and disaster modes, types, seasons, and patterns should be developed to strengthen the Urban Disaster Management Capacity (UDMC). A dynamic cooperation between the national policymakers and local stakeholders has to be accomplished to establish improved awareness through acquiring hazard and disaster-relevant knowledge, and the ability to cope with inevitable disasters.

Enhancing English Language Learning in Tertiary Education through Blended Approaches: A Bangladesh Perspective

The modern educational landscape is witnessing a paradigm shift with the integration of technology into traditional teaching methods. Blended learning, a pedagogical approach combining face-to-face instruction with online resources, holds the potential to revolutionize English language learning in Bangladesh's tertiary education system. This paper explores the significance, benefits, challenges, and strategies of employing blended learning within the context of English language education in Bangladesh. By harnessing the advantages of both in-person and online components, blended learning offers flexible access, heightened engagement, and personalized learning experiences. This study investigates the implications of adopting blended approaches in enhancing English language proficiency, bridging the digital divide, and preparing students for the demands of a globalized world. Through a Bangladesh perspective, this research seeks to illuminate the transformative power of blended learning in shaping the future of English language education in tertiary institutions.

Lifelong learning opportunities for professional women in Bangladesh: to what extent does patriarchy act as a barrier?

ABSTRACT In the novel ‘Pride and Prejudice’, Austen (1813) wanted to show the marginal or subaltern standing of a woman in the 18th century England by saying that a woman was always subservient to a man, and the sole identity of a woman was being a wife to a male at that time. In present-day Bangladesh, a similar view is evident, where women are raised with the notion that their raison d’etre is to have and maintain stable relationships with men for a lifetime, despite the changing workplace dynamics that offer opportunities for progress. Bangladeshi women quietly embrace the philosophy of lifelong learning, yet their dedication to this pursuit remains largely unexplored and unrecorded, with only occasional publications touching upon the subject in an organized manner. The study examines how patriarchy restricts women's access to lifelong learning in Bangladesh, presenting a scoping review of literature to identify gaps and potential solutions. By advocating a radical approach, the paper aims to empower Bangladeshi professional women to overcome barriers and challenge patriarchal norms for their educational and career advancement.

The Effectiveness of Machine Translation Using “Google Translate” in English Language Learning in Bangladesh

The study aims to discover the perceptions of tertiary-level students regarding the effectiveness of machine translators in English language learning. As a result, the study examines students’ development of English language skills after using Google Translate, which is a well-known and widely used machine translator. In this study, a mixed-method convergent design was employed. The participants of this study were 55 students enrolled in the B.A. (Hons.) in English program at Daffodil International University, Dhaka, Bangladesh. The result of the study shows that the participants use Google Translate to translate texts from English to Bengali or Bengali to English to better understand academic and non-academic English texts or books. The study has found that Google Translate is an effective tool for learning new word meanings, the meaning of complex sentences, new structures of sentences, the spelling of words, and the pronunciation of the English language. Furthermore, the research suggests that the implication of machine translators like Google Translate in English language learning can contribute to the improvement of students' language skills at the tertiary level.

Learning Continuity during COVID-19: An Analysis of the Higher Education Sector of Bangladesh

Aim. This study aims to understand the factors determining university students’ behavioural intentions toward online learning in Bangladesh. Specifically, this study investigates the relationship between performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), and behavioural intention (BI). Moreover, this study explores the influence of pandemic fear (PF) as a moderator in the relationship between exogenous and endogenous factors. Methods. The study is cross-sectional and followed a quantitative research approach with purposive sampling. Data were collected at a single point using a sample size of 578 respondents who studied online during the various phases of lockdown at five public and five private universities in Bangladesh. Regarding multivariate analysis, the Partial Least Squares - Structural Equation Modeling (PLS-SEM) is applied in this study to test the causal relationships in the structural model, as it is considered a second-generation technique. Results. Statistically, a positive significance was found between PE, EE, SI, and BI in online learning participation. Whereas the FC and the BI exhibited a negative relationship, a positive relationship was found between PE, EE, and the SI on BI. In addition, a moderating role for PF was investigated, and EE and FC were found to influence BI significantly. Conclusion. This study presents an extended UTAUT model by integrating pandemic fear as the moderator to study students' behavioural intention to adopt an online learning system under a disruptive situation. Practitioners, especially academicians and policymakers, will find this model useful while developing andragogic interventions for the higher education sector in Bangladesh.

Exploring Perceptions and Experiences of Online Learning in Bangladesh: A Study during the COVID-19 Pandemic

Exploring Perceptions and Experiences of Online Learning in Bangladesh: A Study during the COVID-19 Pandemic

Study and Prediction of Covid-19 Cases and Vaccinations Using Machine Learning in Bangladesh

Coronavirus disease 2019 (COVID-19) is a contagious disease caused by a virus, the severe acute respiratory syndrome coronavirus 2(SARS-CoV-2). This first known case was identified in Wuhan, China in December 2019. The first case of COVID-19 was detected on 8th March 2020 in Bangladesh. Subsequently, COVID-19 cases have been increasing at an alarming rate in Bangladesh because of the high-density population with limited resources. However, to protect against this type of disaster there is an urgent need for high-quality data and forecasting for national preparedness and action plans, which is currently unavailable. Therefore, we developed a machine learning-based project that provides us with trend analysis and predicts the likely number of cases and deaths in upcoming days, Distributed Bangladesh in different zone according to the number of cases to increase people's awareness, finding the correlation between coronavirus and any other disease. For this investigation, we applied linear regression, polynomial regression, Extra Tree Classifier, Decision Tree Regression, and chi-square test machine learning algorithm with high and best accuracy.

Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training? An Analysis of Policies to Promote the Recognition of Prior Learning in Bangladesh, North Macedonia, Sweden and Switzerland

Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training? An Analysis of Policies to Promote the Recognition of Prior Learning in Bangladesh, North Macedonia, Sweden and Switzerland

Identifying Benefits, Challenges, and Options for Improvement of Veterinary Work-Based Learning in Bangladesh.

Work-based learning (WBL) provides relevant contemporary experience of working environments. Potential benefits for students include developing invaluable skills (clinical, personal, cultural, and professional) and gaining greater awareness of the profession and future career opportunities. However, there are also challenges related to running and sustaining a successful WBL program. In the context of this study, WBL refers to external placements undertaken by final-year students. The aims of the study were to identify ways to optimize the benefits while managing the challenges in delivering WBL in a veterinary curriculum. An in-depth study was undertaken at Chattogram Veterinary and Animal Sciences University (CVASU), Bangladesh, where a WBL program has been in place for 20 years. Final-year veterinary students at CVASU were surveyed to ascertain WBL experiences; survey findings were further explored in focus groups with students, recent graduates, faculty, and placement providers. Most agreed that they had sufficient opportunities to observe, assist, and directly handle pet and farm animals with top skills learned, including clinical diagnosis and communication, and recognized the value of learning in professional workplaces. Based on suggested areas of improvement, the following recommendations can be made: carefully selecting placements, adjusting time allocation, improving communication and building strong collaborations with placement providers, allowing students to customize more placements to align with their career preferences, and staffing adequately to arrange placements and manage a WBL program. Overall, results suggest the current WBL arrangements at CVASU are reasonably good, but there are some specific areas for improvement.

Implementing Blended Learning in Bangladeshi Universities: Challenges and Opportunities from Student Perspectives

Blended education has been used worldwide for the last two decades as an alternative to full online education but not in Bangladesh. There was never any significant attempt to investigate people’s perception or experience of blended learning in Bangladesh. Therefore, this study tries to investigate the people’s experiences with this new method, a three-month-long blended course in English Writing Skill was offered at a private university in Bangladesh, where eighteen students registered for the course. After completing the course, an open-ended interview protocol was used to collect primary data from 11 students. This qualitative research is based on an interview with 11 samples and other comments posted on Google classroom and Facebook. The interview contained 8 open-ended questions to elicit their experiences with the blended learning method, a new method for them on the one hand, and both face-to-face and online education. We also investigated the 4 essay scores of these 11 respondents to check whether their performance improved due to peer and teacher feedback on those essays in the blog created and used for posting student essays. The majority of respondents have a highly positive opinion about the blended method for its positive impacts such as peer interaction and peer support, teacher feedback, as is evident from their improved scores in the successive essays, and other advantages such as learning varieties, flexibility and self-paced learning and quality of education. However, they mention a number of challenges in its implementation. It seems that blended courses will effectively reduce session backlog and cost of higher education, increase student-student and student-teacher interaction and ensure flexibility and quality of higher education in comparison with face-to-face and online education. This study is important for Bangladeshi higher education institutions because it is expected to enlighten policymakers about the importance of blended education.

Influence of Play-based Learning in Early Childhood Education (ECE) in Bangladesh: Lessons from Japan

Universally, Early Childhood Education (ECE) received considerable attention among the stakeholders, and multiple international studies have emphasized the critical nature of the high-quality ECE facilities that integrate learning and play. Several studies have demonstrated the positive influence of decent learning environments on prospects and the comprehensive development of children. This research focuses on play-based learning through gamification to characterize the excellent ECE environments and provide the importance of play-based learning in Bangladesh. This case study research focuses on the necessities of play-based learning in Bangladesh for ECE development, considering the Japanese experience. This study shows that the absence of children s play and play-based learning in Bangladesh is due to a lack of government policy initiatives and parental socioeconomic situations. A theoretical analysis has been included through Vygotsky’s sociocultural approach to understanding the necessities of play-based learning for the welfare of children in Bangladesh. The findings show that the government policy formulation and stakeholders’ engagement might create the opportunity for establishing play-based learning in ECE.

Using of Modern Materials in Open and Distance Learning: Problems and Solutions

The process of educating everyone regardless of age, gender, race and caste is called the open and distance learning method. The method has emerged as a popular and up-to-date medium in today's world because those who cannot participate directly in the classroom system can continue their lifelong learning in this method. Due to the use of this method, it has been possible to continue the education system even in the Covid-19 situation. However, developing countries are facing some problems in applying modern education technology in open and distance education. Problems Have been mixed and an outline of the solution to these problems has been presented. The analysis of the results shows that lack of necessary electricity, internet and technical infrastructure, and lack of necessary technical equipment and skills of teachers and students are the main problems of applying modern technology in open and distance learning in Bangladesh. Steps have been taken to outline the solution to these problems by providing necessary technical equipment and training to the research teachers and students, use of social media, etc.

A Systematic Review of Autonomous Learning in ESL/EFL in Bangladesh: A Road to Discovery Era (2009-2022)

Learner autonomy has been a major focus of educational researchers in Bangladesh for more than a decade now. Studies in this area have generated significant themes in ESL/EFL pedagogy in Bangladesh, particularly during the last ten years or so, and the prospect looks promising. This article reviews the research pertaining to learner autonomy in Bangladesh during the years 2009-2022. The review revealed that studies related to learner autonomy in Bangladesh tend to focus on how autonomy facilitates English language teaching, examining teachers’ and learners’ attitudes, perception and readiness, factors affecting the fostering of learner autonomy, its implications, importance, and teachers’ varied roles to exhilarate learner autonomy. However, research on learner autonomy in English language teaching and learning in Bangladesh seems insignificant. During the review process, it has been evident that there is a crucial need for more in-depth empirical studies in autonomy. Moreover, there is significant lack of investigations where learners’ responses are included. Hence, this article examined the gaps, and suggestions for further studies are provided accordingly.

ENGLISH AS A FOREIGN LANGUAGE LEARNING PROCESS OF 2-5 YEARS KIDS IN BANGLADESH

With the growing demands of the English language in the globalized world, parents in Bangladesh have become more concerned about English as Foreign Language (EFL) learning by their children during early childhood. This study aims to throw light upon the process of two- to five-year-old childrens EFL Learning in Bangladesh. This study also analyzes the factors and other mechanisms that influence childrens EFL Learning. The researchers have used mixed methods and data collected through surveys and interviews from childrens parents to know childrens language learning process. The research findings reveal that childrens EFL learning is significantly impacted by media content, especially YouTube content. Kids are learning Basic English communication through cartoons, rhymes, etc. However, parents have expressed concerns regarding the inappropriate messages delivered through different contents. Also, childrens addiction to the digital device is another concern of the parents.

Knowledge of recent medical graduates and views of stakeholders and teachers regarding medical ethics and professionalism in Bangladesh

Medical education aims to produce competent medical professionals and gives emphasis on competency-based learning in Bangladesh. Medical ethics and professionalism are considered as a core competency. A competent physician can ensure patient-centered health care system. This was an effort to obtain data regarding the knowledge of recent medical graduates and the opinion of medical educational stakeholders and teachers about medical ethics and professionalism at undergraduate medical education in Bangladesh. This mixed-method study was conducted in two rounds. The Round I was conducted from January 2018 to June 2019 for assessing the knowledge of 308 recent medical graduates towards medical ethics and professionalism. In Round II, key informant interviews were conducted among 30 medical educational stakeholders and teachers from July 2020 to December 2020. Data were collected by pre-tested self administered semi-structured questionnaire and interview guidelines. The percentages of recent medical graduates who could give correct answers regarding autonomy, justice, presenting a subject to visual social media, breaching of confidentiality, organ donation and medical certificate were 19.8%, 54.9%, 73.1%, 37.3%, 91.6% and 74.4% respectively. Most of the medical educational stakeholders and teachers (80%) expressed their opinion related to curriculum. They also suggested for practicing ethics (20.0%) and training (20.0%). A gap was observed in the knowledge regarding medical ethics and professionalism of recent medical graduates. To improve practice of ethics and professionalism, enhancement of the knowledge by incorporating “medical ethics and professionalism” in curriculum might be considered. A separate compulsory module for training on medical ethics and professionalism can be added at pre-internship period for the recent medical graduates. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 40-48

Students' perception of mobile learning in Bangladesh: example from higher education

Owing to the COVID-19 pandemic and the rapid advancement of technology, the number of mobile device users in Bangladesh has increased dramatically which has necessitated its integration in Higher Educational Institutions (HEIs). This study, therefore, explored students' perception towards mobile learning adoption and usage among university students in Bangladesh. A survey questionnaire was distributed and answered by 169 students from two universities in Bangladesh. The findings of this study suggested that students were positive and willing to use mobile devices for learning purposes. Besides, motivational factors were identified that encourage students towards ways of using mobile devices in their learning. This study, additionally, showed, how students' characteristics had influence on their perception towards mobile learning. The findings have impact on teaching and learning practices (how mobile devices could be used in teaching and learning) and formulating policies for incorporating mobile learning in HEIs particularly of Bangladesh and developing countries in general.