Students’ and teachers’ attitude towards online classes during Covid-19 pandemic

Abstract

In this paper, students, and teachers' attitudes towards shifting to an entirely online learning environment were assessed due to COVID-19.  The main objective of the study was to investigate the students’ and teachers' attitudes towards Online learning during the COVID-19 situation in Bangladeshi Government Colleges. Findings revealed that cost and time-effectiveness, safety, convenience, and improved participation were the most frequently cited positive aspects of the online learning experience, while distraction and reduced focus, heavy workload, problems with technology and the internet, lack of ICT knowledge, and poor network infrastructure,  limited availability of educational resources, low attendance of learners, uncooperative learners and insufficient support from instructors and colleagues were the most recurrent negative aspects. The qualitative and quantitative research method was adopted, with semi-structured interviews conducted via Zoom with 10 College teachers and Focus group discussion conducted via Zoom with 18 and survey 100 college students via Google platform from three Bangladesh renowned Government College from Hons 1st year to masters’ level located in Rajshahi divisional district town of the country. A sample of these essays was analyzed using open coding. The findings of the study help instructors and institutions understand students’ and Teachers' attitudes regarding online teaching & learning under abnormal circumstances. Several recommendations informed by the interpretation of the participants’ feedback are offered to assist instructors, administrators, and policymakers improve future online learning experiences.  After conducting the whole study, it can be said that though have some problems adapting to online classes in three regarding BGCs colleges affiliated to the National University of Bangladesh, they are slowly becoming accustomed to it.  

Keywords: {'name': 'Covid-19 pandemic'}, {'name': 'Online Classes'}, {'name': 'Students’ attitude'}, {'name': 'Teachers’ attitude'}, {'name': 'Bangladesh College Education'}

Authors & affiliations

Rozina Afroz
Affiliation not supplied

Nurul Islam
Affiliation not supplied

Sajedur Rahman
Affiliation not supplied

Nusrat Zerin Anny
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.33902/JPSP.2020261309

Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online learning, 2, 15-44.

DOI: 10.5539/hes.v10n3p16

DOI: 10.1002/hbe2.191

DOI: 10.1080/15325024.2020.1769300

during COVID-19 Pandemic. Journal of Loss and Trauma, 1-8.

Benson, A. D. (2002). Using online learning to meet workforce demand: A case study of stakeholder influence. Quarterly review of distance education, 3(4), 443-52.

DOI: 10.1088/1742-6596/1574/1/012166

DOI: 10.1016/j.jclinepi.2012.09.002

Conrad, D. (2002). Deep in the hearts of learners: Insights into the nature of online community.

Journal of Distance Education, 17(1), 1?19

DOI: 10.4324/9780203029053

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Sage Publications, Inc.

DOI: 10.1017/CBO9781107415324.004

Cresswell, J. w. (2012). Educational Research: Planning, Cnducting, and Evaluating Quantitative and Qualitative Research. In Pearson (4th ed.).

DOI: 10.2139/ssrn.3654236

DOI: 10.1177/0047239520934018

of Educational Technology Systems, 49(1), 5-22

Dutta, S., & Smita, M. K. (2020). The Impact of COVID-19 Pandemic on Tertiary Education

in Bangladesh: Students’ Perspectives. Open Journal of Social Sciences, 8(09), 5

Dwyer, E. E. (1993). Attitude Scale Construction: A Review of the Literature.

Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt brace Jovanovich

college publishers.

DOI: 10.4018/978-1-5225-8286-1.ch014

Everitt, Brian (1998). The Cambridge Dictionary of Statistics. Cambridge, UK New York:

Cambridge University Press. ISBN 978-0521593465.

Farhana, Z., Tanni, S. A., Shabnam, S., & Chowdhury, S. A. (2020). Secondary Education During Lockdown Situation Due to Covid-19 Pandemic in Bangladesh: Teachers’ Response on Online Classes.

Fullerton, S. (2013). American marketing students’ attitudes towards online classes.

DOI: 10.18574/nyu/9780814732939.001.0001

DOI: 10.1088/1361-6552/aba1c5

Gold, S. (2001). A constructivist approach to online training for online teachers. Journal of

Asynchronous Learning Networks, 5(1), 35-57.

Brophy, J. L., & Good, T. E. (1990). Educational psychology: A realistic approach. 4th edn: White Plains. NY: Longman, 8-12.

Green, J., & Thorogood, N. (2009). Group interviews. Qualitative methods for health research, 123-146.

DOI: 10.1007/s10755-016-9379-2

DOI: 10.4018/978-1-4666-2110-7.ch009

DOI: 10.1145/1089107.1089139

Hussain, I. (2007). A study of student’s attitude towards virtual education in Pakistan. Turkish Online Journal of Distance Education, 8(2), 69-79.

Hussain, I., Hussain, I., & Ramzan, M. (2019). Future Prospects of Virtual Education in

Pakistan: Opportunities and Challenges. Journal of Research in Social Sciences, 7(1), 149-163.

DOI: 10.1016/j.childyouth.2020.105699

Ibrahim, D. Z., Silong, A. D., & Samah, B. A. (2002, February). Readiness and attitude towards online learning among virtual students. In 15th Annual Conference of the Asian Association of Open Universities, Nueva Delhi, India.

DOI: 10.2307/2392366

DOI: 10.3102/0013189X033007014

DOI: 10.1016/j.childyouth.2020.105194

Karim, M. (2014). IT/ICT plan for higher education of Bangladesh: A significant investigation on present goes policy and upcoming policy recommendation. Banglavision Journal, 34-40.

Kasonde Ng’andu, F. H., Haambokoma, N., & Tomaida, M. (2013). The Contribution Of Behaviourism Theory To Education. Journal: Zambia Journal of Education, 4(1), 58-74.

DOI: 10.1016/j.knosys.2019.105149

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching

successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29.

DOI: 10.1007/s11136-012-0122-x

Kim, K. J., & Bonk, C. J. (2006). The future of online teaching and learning in higher education. Educause quarterly, 29(4), 22-30.

DOI: 10.2307/2568841

DOI: 10.1080/03098265.2019.1694876

DOI: 10.1109/ICIMT.2009.27

DOI: 10.1177/1469787417707615

Mills, J. A. (1998). Control: A history of behavioral psychology (Vol. 14). NYU Press.

DOI: 10.19173/irrodl.v10i3.605

Mohapatra, A. K. (2020). Impact of Covid-19 on Higher Education. Journal of Management and Public Policy, 11(2), 4-6.

DOI: 10.20944/preprints202005.0094.v1

DOI: 10.46291/IJOSPERvol7iss2pp231-247

DOI: 10.1016/j.iheduc.2010.10.001

Nagashima, Y., Rahman, M., Al-Zayed Josh, S. R., Dhar, S. S., Nomura, S., Rahman, M. A., & Mukherjee, H. (2014). A Study on National University and Affiliated Colleges in Bangladesh.

DOI: 10.22521/edupij.2020.93.4

DOI: 10.1007/BF02289400

DOI: 10.1111/j.1744-6570.1975.tb01393.x

DOI: 10.2139/ssrn.3553911

Oblinger, D., Oblinger, J. L., & Lippincott, J. K. (2005). Educating the net generation. Boulder, Colo.: EDUCAUSE, c2005. 1 v.(various pagings): illustrations..

DOI: 10.1080/1097198X.2018.1542262

Pawesty, A. R. (2012). The Implication Of Behaviourism Theory In Teaching Grammar For Elementary Students.

DOI: 10.5121/ijcsit.2013.5406

DOI: 10.1177/1077800417731080

Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). E-learning during lockdown of Covid-19 pandemic: a global perspective. International journal of control and automation, 13(4), 1088-1099.

DOI: 10.1177/0973703020946700

Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Oecd, 1(1), 1-38.

Saul Carliner. (2004). An overview of online learning. Human Resource Development.

DOI: 10.1080/02619768.2020.1820981

DOI: 10.1080/08923647.2019.1663082

DOI: 10.1016/j.ijedro.2020.100016