Investigation Effect of Online Learning and Propose an Improved
Online Education Process in Bangladesh Perspective
TANIA SULTANA, MD. ASHIKUR RAHMAN KHAN*, FARDOWSI RAHMAN
1Department of Information and Communication Engineering,
Noakhali Science and Technology University,
Noakhali 3814, Bangladesh,
BANGLADESH
*Corresponding Author
Abstract: - Conventional school learning is no longer relevant during the pandemic. Internet and distance
learning, generally known as online education, play a vital role in the education system. However, there are
many drawbacks to online learning. This study investigates the effects of online learning on Bangladeshi
students. Data is collected through surveys and interviews. This study found various serious issues regarding
online education, affecting the quality of the Education System. Considering these issues, this work investigates
the effect of online learning and proposes an effective online education process to enhance educational
institution success. However, one significant and indispensable part of society that innovations and discoveries
have also tapped is the concept of online education. By investigating limitations, we hope this study may
support teachers and decision-makers in Bangladesh to make well-informed decisions to facilitate the transition
to distance learning and develop preparedness plans for future pandemics.
Key-Words: - Online education, pandemic, survey, blended learning, Zoom, Google Meet, Microsoft
Teams
Received: July 19, 2022. Revised: August 22, 2023. Accepted: September 23, 2023. Published: October 24, 2023.
1 Introduction
Sudden and unexpected changes to our country may
significantly impact critical functions and services,
especially education. In the wake of COVID-19,
many people worked and studied from home using
the Internet, [1]. After overcoming the initial shock,
governments decided that, like compulsory
education, central functions in society should shift
to distance education, [2]. By March 18, 107
countries had decided to close schools, impacting
861,737,696 learners, [3]. After the closing of
schools during the pandemic, the requirement of
transitions into distance learning has shown that
schools observed the new conditions in various
ways, indicating that offices need to prepare for
transitions and generate guidelines, [4].
The schools were compelled to close due to
COVID-19, resulting in uncertainties and
disagreements regarding what and how to teach, [5].
Social isolation became a new fact for most people,
and the school closure sped up the switch from
traditional to distance learning for many teachers
and students, [6]. Bangladeshi teachers have yet to
gain experience with pandemics and school
responses to build on. Education can become
transformative when teachers and students
synthesize information across subjects and
experiences. The goal here is to provide best
practices for those planning to develop online
courses to make informed decisions in the
implementation process.
Over the past years, the internet revolution has
made online learning a popular tool for learning as
an alternative to face-to-face learning. The Internet
has become a medium of delivery for online
teaching. Online teaching offers a vast opportunity
to expand the learning environment for diverse
student populations, [7]. Online learning offers
students a variety of teaching tools and
communication channels. A broad technology set is
engaged with online learning, including learning,
web-based learning, virtual classrooms, and digital
collaborations. Students can participate in online
courses anytime and from anywhere, regardless of
their geographic location, [8].
This research is structured as follows: Section 1
represents the background and significance of this
research. To analyze the effect of online learning,
we studied some recent work discussed in section 2.
Section 3 explains the research methodology. This
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section is the foundation of this research. The
experimental results and discussion are explained in
section 4. Finally, Section 5 discusses the
conclusion of this paper.
2 Literature Review
Several researchers have been contributing to the
areas of online learning during the COVID-19
pandemic.
Online learning is used interchangeably with e-
learning. The e-learning process includes instruction
via all electronic media, such as the Internet,
intranets, extranets, and hypertext documents, [9].
Although there is some debate about an exact
definition of e-learning or electronic learning, it is
generally accepted that learning content can be
electronically distributed via the Internet, a desktop
computer, a personal digital assistant (PDA), or a
CD-ROM, [10]. E-learning has the following
benefits. First, it lowers costs. Second, its content is
more time-consuming and dependable. Third, it is a
just-in-time learning approach. Fourth, it builds
universal communities. Finally, it provides an
increasingly valuable learner service, [11]. Some
authors claimed that e-learning is less expensive to
deliver, is self-placed (e-learning courses can be
taken when necessary), faster, works from anywhere
and anytime, and is updated swiftly and readily. It
can result in excellent retention and a firmer grasp
of the subject and can be easily managed for large
groups of students, [12]. A paper states that with the
advanced technology, using social media with the
help of smartphones, tablets, or personal computers,
many female students are using social networks to
achieve knowledge, [13].
Another paper defined learner attitude as the
"learner impression of participating in e-learning
activities through computer usage." Students may
engage in online learning and control the learning
time and procedures themselves, [14]. Some
researchers argue that learners' computer attitudes
play a significant role in the usability of online
learning, [15]. Attitude and self-efficiency are
essential factors affecting learners' motivation,
interest, and performance in internet-based learning
environments, [16]. Also, attitude influences
learning interest, [17]. A study stated that when
learners are not afraid of complexity in information
technology (positive attitude), the learners will
become more satisfied and effective in online
learning, [18]. Another research indicated that
learners have a greater intention to use the updated
system if the system is user-friendly. This research
also shows that systems that enable the learner to
interact effectively and offer access to course
content at the time influence students to use the
system for their learning, [19]. The willingness of
pupils to participate in online learning is also
connected to their prior computer skills, [20]. In
addition, the learner's attitude toward the Internet is
also essential to determine the learner's motivation,
interest, and performance in the online learning
environment, [21].
The e-mentoring process is "a computer-
mediated, mutually worthwhile that provides
learning, advising, encouraging, promoting, and
modelling, often boundary-less, egalitarian, and
qualitatively different from traditional face-to-face
mentoring", [22]. According to some authors, e-
mentoring is a rapport between a more senior
individual and a less-skilled individual, [23]. A
paper suggests there are six benefits of
telementoring. First, telementoring is available over
a vast distance, [24]. Online chats and bulletin
boards allow mentors to "talk" to more than one
mentee at a time, [25]. Secondly, the mentor has
opportunities regardless of time and place. Third,
vast guidance and support are available online.
Fourth, mentors can contribute and share knowledge
among participants in the program. Fifth, it creates
collaborative learning between teachers and
learners. Sixth, organizations that opt for
telementoring can choose the communication
methods that are suitable for their use, [24].
Students are generally exposed to various aspects
of online learning through mobile, computer, and
other internet-based systems, [26]. The worldwide
outbreak of the novel coronavirus has given the
function of information technology in academia
more incredible momentum, [27]. Participants
preferred collaborative approaches and
encouragement strategies that promoted academic
achievement and improved mental health, although
genuineness and teamwork also facilitated learning,
[28]. In Online classes, learners usually experience
isolation in an online learning environment because
they are distant. Previous studies showed that the
absence of fast or understandable instructor
feedback resulted in students reporting uncertainty,
worry, and dissatisfaction. E-mentoring can
facilitate online learning where learners and teachers
can interact through e-mail, chat rooms, bulletin
boards, forums, and discussions regardless of
location, [29]. In this paper, the experiments are
conducted, and the findings demonstrate that the
suggested fixes raise the online education standard
in Bangladesh.
Previously, researchers described several
teaching-related issues and identified the
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pedagogical concepts underlying the teaching and
learning activities that make up successful e-
learning. An accessible procedure for handling
online classes or exams is absent. In this study, we
will develop a schedule and effective procedure for
online classes. The effect of online education during
the pandemic in Bangladesh is also shown in this
study.
3 Materials and Methods
This section first identifies the related factors of
online education in Bangladesh. Then, do the
following steps: identify the factors for preparing
questions, make a survey form, distribute questions
to participants, analyze the response data, formulate
the results, make statements, make practical
suggestions, and find out the conventional ways of
teaching.
3.1 Process of Learning in Pandemic Time
The COVID-19 pandemic has impacted educational
systems worldwide, forcing almost complete
closures of schools, childcare centres, colleges, and
universities. Most governments temporarily closed
educational institutions to reduce the spread of
COVID-19. The burden of education has been
transferred from schools to families and individuals
by the newly developed online services.
Consequently, people everywhere who rely on
schools rather than computers and home life have
needed help accessing their education. Early
childhood education, care, and school closures
impact students, teachers, and families and have far-
reaching economic and societal consequences. For
conducting online theoretical and practical classes,
most universities have their own platforms.
3.1.1 Process of Online Theoretical Classes
An online course is delivered through the Internet.
They are generally conducted through a learning
management system, where students can view their
course syllabus and academic progress and
communicate with students and their course
instructors. Online classes offer an uninterrupted
educational process and flexibility, and it is cost-
effective. Teachers and students communicate
through a virtual learning platform using Zoom,
Google Meet, and Microsoft Teams. Using those,
teachers can conduct online courses by sharing
slides or verbal speeches. The general process of
online classes is shown in Figure 1.
Fig. 1: Process of online class.
Online classes are conducted through many
learning management systems during a pandemic,
strike, or unwanted situation. The procedures are
followed.
A. Zoom
First, open the Zoom mobile app and sign in to the
account to start a Zoom meeting. Click the orange
new meeting icon that appears on the screen. Then,
edit meeting settings according to preferences. When
it is done, tap the blue start a meeting button. After
that, to add participants, once the meeting starts, tap
the participant icon in the toolbar at the bottom of
the screen to add and manage participants. Then, tap
on the invite option at the bottom left in the
participants' window that opens up. A teacher can
provide links to students. Zoom will now give us the
option to share meeting details via a variety of
communication platforms. These include various
text, e-mail, and messaging apps on smartphones.
The teacher can share the screen to show the
presentation. The limitation of Zoom is that there are
100 participants, with a maximum of 99 attendees
and a host. The process of online classes in Zoom is
shown in Figure 2.
Fig. 2: Online class in Zoom.
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B. Google Meet
The following procedures are involved in using
Google Meet. Go to meet.google.com. Enter the
meeting code or click Start a new meeting. Choose
the Google account. Click join the meeting. The
Teachers can add others to the meeting, connect
video and audio, and deliver lectures, monitoring
students' activity. The limitation of Google Meet is
screen sharing restrictions, blank presentation
problems, limited features, interoperability service
users are prohibited from joining, display of a
limited number of participants, users from outside
the domain are disallowed, and browser freezing
problems.
C. Microsoft Teams
The following steps are involved in operating
Microsoft Teams. Firstly, open the Microsoft Teams
app. Then tap on the Teams icon at the bottom of the
screen, an icon of two people, and a plus sign in the
top right. To create a new team, give the team a
name and description and set the privacy
preferences. One thousand participants can be added
to Microsoft Teams simultaneously. The working
process of the Microsoft team is shown in Figure 3.
Fig. 3: Microsoft Teams
3.1.2 Online Class of Practical Courses
The practical courses cannot be appropriately
explained for online classes through Zoom, Google
Meet, and Microsoft Teams. Students must have
questions about a critical topic. A student can easily
ask during offline classes; the teacher should explain
it on the board.
3.2 Student Evaluation
Evaluation serves various purposes and success in
education. First, it is used to rank the quality of
students' performance. Secondly, it provides
evidence or certification. The first and second
purposes have a summative function and are often
referred to as the assessment of learning properly.
Regular assessment can be taken by dividing the
courses through class tests, quizzes, and
assignments.
A. Class Test
To conduct an online exam, a candidate has to
complete registration; the authority stores the
candidate's details and generates the exam link
details. Then, the teachers schedule the test time and
verify candidate details in the exam room software.
They set up and maintain a fair examination and get
feedback from the candidate.
B. Quiz Test
The students have their exams through live tests and
quizzes. Teachers create a new assessment, add a
question, and periodically set general question
options. They choose the number of correct
multiple-choice responses or add the multiple-choice
answers here. Select whether or not to rely on
randomization for multiple-choice answers. For quiz
tests crowedsignal, Google Classroom is used most.
C. Assignment Test
An assignment is a piece of academic work. It
ensures opportunities for students to learn, practice,
and demonstrate that their learning objectives have
been achieved. It provides proof for the teacher that
the students have succeeded in achieving their
objectives. Assignments can be created and stored
by the following procedure. The manual online
assignment submission process must be more
suitable for justifying students' quality. The current
process is to write the assignment on paper, click a
picture, and send it to a teacher. Here, students'
handwriting needs to be appropriately checked.
Student can complete their assignment with another
person. They can also copy them. A teacher must
take assignments on the spot to recover the
drawbacks by monitoring students' activity. The
teacher must have the student's handwriting format.
The teacher must check students' laptops through
TeamViewer software. TeamViewer is a type of
software by which a teacher can access students'
laptops remotely. Through this, teachers can
improve the evaluation process.
D. Final Assessment
Students can identify their areas of weakness via
assessment, and instructors can learn where they
have succeeded and where improvement is needed
when teaching. A final assessment is a task that
evaluates students' progress in a course. Zoom,
Google Meet, and Microsoft Teams are mainly used
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for the final assessment. Also, Camscanner helps to
make a clear PDF and document.
3.3 Survey Method and Data Collection
The survey method measures the effect of online
learning. It refers to the process of acquiring data by
posing questions to those who are believed to
possess the needed data. It can be summarized as
"learning things about many people by talking to a
few." It can be modified by stating that collecting
information with other data collection alternatives
available to the survey researcher in addition to
interviewing, i.e., questionnaire, personal
observation, etc. In the case of descriptive research,
surveys are conducted with the help of questionnaire
techniques is the most appropriate approach.
3.3.1 Data Collection
The creation of online surveys and questionnaires is
a well-known tool. Data is collected by using an
online Google form. The Google form is used in this
paper because its interface visualizes the outcomes
in a simplified manner. Data is captured from people
who know about the Internet, are active on social
networking sites, and need more knowledge of
online learning. Most of the samples are collected
from university students. The sample size is
determined as 138 respondents' opinions from the
students and nine respondents' opinions from
teachers who presently have online classes.
3.3.2 Questionnaire
The questionnaire has a list of questions to be asked
and spaces in which the respondents record their
answers. Each question is worded as it is to be
asked; also, the questions are listed in an established
sequence. The questionnaire incorporated questions
about students' preference for online marketing and
other traditional mediums to increase awareness of
various brands and make purchase decisions.
A. Category: Students
1. How would you describe the impact of
COVID-19-led disruption on the
examination schedule of your institution?
Both Semester and Entrance Examinations
were disrupted.
Disruption has yet to be faced, as my
institution had already conducted the
exams online during the lockdown.
2. What is your strategy in dealing with
COVID-19-led disruption of the
examination schedule?
Postpone the examinations until the
situation is under control.
Cancel the examinations and promote the
students based on the performance of the
previous exams.
Scout for online-based solutions to conduct
examinations.
Wait for the guidelines from the UGC
(University Grants Commission) and other
relevant authorities to decide on the next
steps.
3. How would you describe the existing mode of
conducting all major semester examinations in
your institution?
Exams are computer-based and administered
at an invigilated examination hall.
Exams are Paper/OMR-based and
administered at an invigilated
centre/examination hall.
Exams are administered online and can
be attempted by students online
remotely with remote invigilation or
proctoring.
4. What are your significant challenges in
exploring an online examination solution?
Preventing students from indulging in
cheating.
Create and schedule the exams.
Assure a seamless user experience for
examiners and students alike.
To ensure access and connectivity,
even in remote areas.
Need for more human factors.
Capabilities of students and faculty.
To take legal implications and data
protection.
5. When are you planning to implement
online examinations in your institution?
The system is already implemented.
In the next 5-6 months.
Have a plan to implement in the next
academic year.
They still need to be planned.
6. Choose the most important features when
evaluating the anti-cheating for an online
exam.
The ability to remotely proctor the candidate
manually
The ability to view and record candidates'
screens
Robust candidate authentication system to
avoid impersonation.
Describe the challenge faced by students in
taking an online exam.
Accessibility to computers.
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Internet/broadband connectivity.
7. What is the biggest argument against shifting the
exams online?
Maintaining academic integrity and
preventing cheating
The ease of use for students, particularly
complex question types and courses.
Accessibility to
laptops/computers.
Internet/broadband
connectivity.
8. Students believe learning activities will be fine
with online learning.
Agree
Disagree
9. Can you wait a few hours or maybe even a
few days between asking the teachers a
question and getting a response?
Yes
No
10. Can you stick to a study schedule at home?
Yes
No
11. Do you need more quiet space, technical
issues, and load-shedding problems during
online classes?
Agree
Disagree
12. How was the teacher’s feedback?
Good
Average
Bad
13. Which do you use most for an online class?
14. Give your opinions on cheating-free online
exams and labs.
B. Category: Teachers
1. Are you satisfied with the technology
and software you use for online
teaching?
Yes
No
2. Are students stressed while learning remotely
during the COVID-19 pandemic?
Agree
Disagree
3. What kind of response have you got so far
from your students?
Good
Average
Poor
4. Has the online class and exam changed
accreditors within the last two years?
Yes
3.4 Proposed Method
This work proposed a Blended system and a Hybrid
system to enhance the quality of the online
education process.
A. Blended System
During strikes or unwanted situations, a teacher can
take a course by combining online and offline
classes. To reduce session complexity, teachers can
take make-up classes online during holidays. Self-
paced learning, teacher-led online modules, and in-
person instruction are frequently used in blended
learning approaches. The process of blended
learning is shown in Figure 4.
The teacher's most important role is keeping the
students digitally safe. The blended learning
technology used in classroom teaching and learning
processes is innovative. It combines the quality of
both online learning and classroom methods. It not
only creates interest in learning through audio-visual
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aids but also develops better understanding and
group feeling among students.
Fig. 4: Process of Blended Learning
The following characteristics are necessary to
develop a blended system.
1. Keep traditional teaching methods.
2. Switch to digital assessments for instant
feedback.
3. Set digital revision tasks and use the results to
inform class schedules.
4. Explore group projects that utilize multimedia
tools.
5. Incorporate technology for reinforcement.
6. Try new teaching techniques.
7. Mix up Group work styles.
The traditional class can be taken online, but the
assessment would be done offline. Assessment
should be done on holidays by using Zoom to
reduce session crises. The importance of blended
learning can be pointed out as follows:
Helps students to develop project and time
management skills.
Integrate appropriate technology and
manage it effectively throughout courses.
Cost benefits increased access to
educational opportunities, the
flexibility of workforce deployment,
and so on.
Opportunities to design engaging, relevant,
and personalized learning experiences.
Support the distribution of knowledge and
tools to students
Encourage interaction and teamwork among
pupils to engage and inspire them.
Synchronous technologies allow students to
communicate and collaborate outside of the
classroom.
Online classes must be taken by using blended
learning. Blended learning has two procedures:
synchronous online class and asynchronous online
class.
Synchronous learning allows the students to
engage with the course content simultaneously but
from different locations. The teacher interacts with
students in real-time using tools such as Microsoft
Team to live stream audio, video, and presentations
to hold live lectures or meetings, a chat feature to
engage in live conversations, Google Docs to
simultaneously edit documents, add documents, and
more.
Asynchronous learning ensures that the students
in the course all engage with the course content at
different times and locations. The teacher provides
students with a sequence of units that the students
move through as their schedules permit. Each unit
might use assigned readings or uploaded media,
online quizzes, discussion boards, and more. A
teacher may record a whole class and then show it to
the audience. The teacher guides the students,
provides them with feedback, gives instruction, and
assesses them as needed.
B. Hybrid System
Hybrid learning can be defined as instructors
delivering online and traditional instruction to their
students simultaneously. While some students attend
via the Internet, others attend classes in person. It
was seen that the effect size of hybrid learning on
the students' academic achievement was at a high
level. In line with the results obtained, it was
deemed appropriate to make the following
suggestions:
As a result of the analysis, it was understood that
hybrid learning significantly affected the student's
academic achievement. For this reason, the use of
hybrid learning in educational environments should
be encouraged, and the necessary infrastructure and
facilities should be provided.
It was understood that the discipline was a
distinctive variable in the academic achievement of
hybrid learning. It was found that studies applied to
the disciplines of biology and science had larger
effect sizes. For this reason, the application of the
hybrid model in biology and science classes should
be encouraged.
4 Results and Discussion
After getting the questionnaire results, a proper
study is discussed here. The effect of online learning
in Bangladesh is discussed here.
4.1 Effect of Online Learning
The effect of online learning is discussed in two
sections. The first section shows the effect of online
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learning according to students. The second section
shows the effect of online learning according to
teachers.
A. According to Students
The effect of online learning, according to students,
is measured by taking the answers to some questions
from students. The results of each section are
discussed below.
1. Classify Audience
Audience classification based on the questionnaire is
shown in Figure 5. In Figure 5, it is seen that most of
the students are university students, whose responses
are 94.2%. The response of class i-v is very minimal.
Moreover, the response of class vi-x and higher
secondary are very narrow.
Fig. 5: Audience Classification
2. Impact of Disruption
The impact of COVID-led disruption on the
examination schedule of the institution is shown in
Figure 6.
Fig. 6: Impact of COVID-led disruption
There are large numbers of activities that can be
done using the Internet. Figure 6 shows that 77.2%
of students say semester and entrance examinations
are disrupted. 22.8% of students faced no disruption.
3. Strategy
The strategy for dealing with COVID-19-led
disruption of the examination schedule is shown in
Figure 7. After analysis, it is seen that 40% of the
students want to scout for online-based solutions.
The lowest response is for the cancellation of the
exam. 23% of students want to postpone the exam.
33.3% of students want the guidelines from UGC.
Fig. 7: Strategy for dealing with COVID-led
disruption
4. Existing Mode
Figure 8 describes the existing mode of conducting
all major semester examinations in the institution.
Fig. 8: Existing Mode
Figure 8 shows that 41.5% of students want
paper-based administered at an invigilated centre.
41.5% of students who want examinations are
administrated online. 17% of students need
computer-based exams at an invigilation
examination hall.
5. Challenges
The significant challenges in exploring an online
examination are shown in Figure 9. From Figure 9, it
is seen that 39.6% of students face problems with
accessibility and connectivity. 23.9% of students
think indulging in cheating may hinder student
quality. 9.7% of students need help creating and
scheduling exams. 9% of students think missing the
human factor is also a challenge for online exams. A
Narrow response is for legal implications, data
protection, and creating and scheduling exams.
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Fig. 9: Challenges
6. Planning
Figure 10 shows that 69.1% of students have
already implemented plans for online exams. 24.3%
of students still need to implement planning. The
low response is for the next academic class and the
next 5-6 months.
Fig. 10: Planning
7. Solution
Figure 11 shows that 43.4% of students need the
ability to record and view screens by their teachers.
23.5% of students need a robust authentication
system. 11% of students want the ability to proctor
their activity by teachers remotely. 8.8% of students
need internet connectivity to the Internet to have
special proctoring software.
Fig. 11: Features of the anti-cheating solution
8. Arguments
Figure 12 shows that 49.6% of students need to
maintain academic integrity. 23% of students have
a broadband issue. 15.6% of students have
accessibility issues.
Fig. 12: Arguments
9. Disruption
Figure 13 shows that 52% of students think online
will not be disrupted learning activities. 47% of
students think online learning will disrupt learning
activities.
Fig. 13: Disruption
10. Response
Figure 14 shows that most students can wait a few
hours or days to ask a question and get a response.
Fig. 14: Response
11. Issues
Figure 15 shows that most students have technical
issues, space, load-shedding, etc.
Fig. 15: Issues
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12. Feedback
Figure 16 shows that most students get average
teacher feedback during an online class. The lower
response is for lousy feedback.
Fig. 16: Feedback
13. Opinion
Figure 17 shows that most students use Zoom for
an online class.
Fig. 17: Software for online class
B. Impacts of Online Learning According to
Teacher
According to teachers, the effect of online learning
is measured by taking the answers to some
questions from teachers. The results of each section
are discussed below.
1. Satisfaction
Based on the analysis, Figure 18 shows that most
teachers are satisfied with the technology used for
online teaching.
Fig. 18: Satisfaction.
2. Student condition
From Figure 19, it is seen that most of the students
are stressed while learning remotely.
Fig. 19: Condition
3. Response
Figure 20 shows that most students give an average
response based on the analysis. 22.2% of students
provide poor responses during online learning.
Fig. 20: Response.
4. Accreditors
Figure 21 shows that 55.6% of teachers think online
classes and exams changed accreditors within the
last two years. 44.4% of teachers think that the
accreditors did not change.
Fig. 21: Accreditors.
5. Challenges
Based on the analysis, Figure 22 shows that 44.4%
of teachers need accessibility and connectivity,
even in remote areas. 22.2% of teachers think
preventing students from indulging in unfair means
is also challenging. 11.1% of teachers think the
challenge is the capability of students and faculty.
11.1% of teachers think that student human factors
need to be included. 11.1% of teachers want user
experience for examiners and students.
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2023.20.15
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Fig. 22: Challenges.
6. Outcome
The outcome measurement of students is shown in
Figure 23. It is seen that most of the outcomes of
the students are average. 33.3% of students have
poor outcomes, and 22.2% have a good outcome.
Fig. 23: Outcomes.
7. Training
Figure 24 shows that most teachers need to have
training to conduct unfear means free exams.
Fig. 24: Training.
8. Opinion
Based on the analysis, Figure 25 shows that most
teachers use Zoom for online classes, quizzes, and
labs.
Fig. 25: Opinion.
9. Proctoring Behavior Issue
Figure 26 shows that most teacher monitors student
activities to identify behaviour issues.
Fig. 26: Behavior issue.
After completing the survey, this work proposed a
blended system for online education.
4.2 Proposed System
This work proposed a Blended system to improve
online class performance and student evaluation.
This section includes term- online theoretical class,
online course evaluation, online practical/lab class,
and online practical course evaluation.
Blended System
The concept of "blended learning" denotes the
educational strategy of integrating digital learning
resources with more conventional face-to-face
instruction in the classroom. The process of the
blended system is shown in Figure 27.
These three steps are described below:
(i)
Face-To-Face Learning
The face-to-face blended learning methodology
uses Internet resources to teach and train
individuals needing more help with a particular
subject. The teacher simultaneously conducts the
significant component of the instruction by
presenting the entire class.
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Fig. 27: Blended system.
(ii)
Online Learning
A formal education program comprises in-person
classroom time and individual study online using e-
learning software. This multichannel method
incorporates tutor-led activities, images, video,
digital tasks, and face-to-face discussion.
(iii)
Self -Pace Learning
With self-paced learning, students can set their
schedule and speed for learning. They are not
required to do their homework or start their classes
at the same time as others. They can go quickly
from one subject or section to the next.
The role of teachers and students in Blended
Learning is significant. The teacher should have in-
depth knowledge about content to teach various
subjects. They should also be able to differentiate
between various instructions based on students'
needs. Students should also be able to demonstrate
through various aids as and when required. The
teacher continues to boost students' confidence,
inspire, encourage, evaluate their development,
provide comments, and keep them motivated.
Teacher and student roles are very interconnected.
With the use of technology in the teaching and
learning process, student participation has
increased. Students in blended learning work as a
partner of teachers. Now, the new role of the
teacher is facilitator and guide. The essential
requirement of students is to understand the unit of
the subject, so their participation is necessary; the
teacher motivates students to increase their
confidence to develop critical thinking and analysis.
The teacher's most important role is keeping the
students digitally safe. Using blended learning
technology in classroom teaching and learning
processes is innovative. It combines the quality of
both online learning and classroom methods. It
creates interest in learning through audio-visual
aids and develops better understanding and group
feeling among students.
a. Online Theoretical Class Based on Blended
Learning
Online classes must be taken by using blended
learning. Blended learning has two procedures:
synchronous online classes and asynchronous
online classes. Teachers can take classes using
Microsoft Teams, Google Meet, Facebook, and
Zoom.
A teacher may detect student attentiveness by
identifying students' attendance charts and facial
expressions. Using the expression Artificial
Intelligence(AI) app, a teacher can understand
whether a student is neutral, guilty, confused, or
happy. The finding of emotion using the expression
AI is shown in Figure 28.
a) Happy
b) Neutral
Fig. 28: The Finding of emotion by using
Expression AI.
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Also, in blended learning, Pen Digitizer is a
valuable tool (Figure 29). Pen Digitizer gives the
flexibility to write, draw, design, interact with the
Graphical User Interface, and perform other input-
related tasks in a very user-friendly manner. With
the help of a pen digitizer, a teacher can explain lab
exam topics through specific drawings. By using
virtual lab simulation software, students can find it
easily. By doing this, we can overcome the
limitations and challenges and improve the
effectiveness of current processes.
Fig. 29: Pen digitizer
b. Online Course Evaluation through Blended
Learning
For course, evaluation quiz tests must be taken by
using Poll everywhere (Figure 30). For the
theoretical exam, the students have to join a live
stream with pen and paper. The whole interface
should be recorded or shown by another camera. To
avoid unfair means during an exam, the students
must give a mock viva about their answer script
that they wrote immediately.
Poll Everywhere
Assessment tool Poll Everywhere offers hybrid
power work. Engage audiences across hybrid
workspaces through live online polling, surveys,
Q&As, quizzes, word clouds, and more. Let us
create a feedback poll or ask questions and see real-
time results. It enables students to respond in
various ways. Open-ended questions can capture
data and spin up tag clouds to aggregate responses.
The following procedures are included to have a
quiz exam. The students join their presence with a
Google account. The teachers prepare a question
and distribute them. They can see the response over
time. The benefits of the crowedsignal are many. It
provides actionable team insights, visualizes
employee feedback in real-time with various
activities, then measures engagement, follows up
on feedback, and uncovers the next steps. In polls
everywhere, candidates must and during a short
period.
Fig. 30: Poll everywhere for an online quiz.
c. Online Practical/Lab Class through Blended
Learning
Programming-based labs can be taken quickly
online. For other labs, the following software can be
used.
LABINAPP
It provides a multi-platform for a lab. It also has a
multi-curriculum and 550+ simulations. More than
5,000 schools use the startup's solution, LABINAPP,
which enables the virtual modelling of lab apparatus
and experiments without necessitating a costly
laboratory setup. The app also ensures learning
content through 3D/2D interactive simulations,
which helps students grasp challenging concepts
better.
The underlying technology that drives these
virtual lab scientific activities is a computer graphic
engine utilized to create games for desktops and
mobile devices. These simulations cover concepts
across physics, chemistry, biology, and
mathematics and are supported across Windows,
Android, and web platforms. The process is shown
in Figure 31(a).
a) Virtual Lab Experiment view in LABINAPP.
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
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b) Lab Simulations for Physics Lab.
Fig. 31: Online Lab Experiment process.
PHYSICS LAB
Virtual lab simulations allow students to complete
online laboratory experiments, abstract concepts,
and complex theories without entering a physical
science lab. Then, engage students in science
through interactive learning scenarios. Figure 31(b)
shows an example of a Physics Lab. Simulate
experiments, train lab techniques and unique
models, and teach theory through visual
experiences that enhance long-term learning
outcomes. The advantages of Physics Lab software
are-
1. About 250+ Web-based simulations can be
played on laptops without installing any
software.
2. Teachers show a dashboard to automate
grading and track student progress.
3. Embedded quizzes help the students master
science content.
4. There is a Library of learning resources, lab
reports, videos, theory pages, graphics, and
more.
PHET Interactive Simulation
Virtual lab platform PHET simulations provide
funny, interactive, research-based simulations. The
teacher can show video clips of PHET simulations
in the online classroom lectures. Students' activity
can be measured through lab quiz tests. The process
of PHET interactive simulation is shown in Figure
32.
Fig. 32: Lab Simulations in PHET Interactive
Simulations.
d. Online Lab Course Evaluation
Online lab courses can be divided into different
sections, such as quizzes, mock tests, and
assignments.
4.3 Test Result
A good software platform is found by measuring
student performance through a test. Test results are
the measurable and objective findings obtained
from the evaluations. Four major components
should be included when writing a test report.
(i)
Test objective: The test objective is what
type of testing the team and its testers executed.
Here, a good platform is built by gaining opinions
from students.
(ii)
Test cases (test coverage and execution
details): Several types of software are used to
identify the best solution.
(iii)
Defect counts: Defect counts can be used as
indicators of process quality.
(iv)
Platform and test environment configuration
details are shown in Table 1.
From the above test, we can use Microsoft
Teams for taking classes, as it can join more
participants, about 300. The premium version of
MICROSOFT-TEAMS can add 1,000 participants.
For the quiz, POLL EVERYWHERE is used
because the teacher can set a time for one question;
after completing one question, the other is given.
For assignments, THINGLINK is used for multi-
purpose.
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2023.20.15
Tania Sultana, MD. Ashikur Rahman Khan,
Fardowsi Rahman
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Table 1. Students opinion
Student
Name
Class
Quiz
Assignment
MIFTA
MICROSO
FT
TEAM
POLL
EVERYWHE
RE
THINKLINK
TITHY
MICROSO
FT
TEAM
THINKLINK
NISHAT
MICROSO
FT
TEAM
CROWEDSIG
NAL
SADIA
ZOOM
GOOGLE
FORM
THINKLINK
MIM
MICROSO
FT
TEAM
POLL
EVERYWHE
RE
CROWEDSIG
NAL
SIYAM
MICROSO
FT
TEAM
CROWEDSIG
NAL
FARJAN
A
ZOOM
GOOGLE
FORM
THINKLINK
RIMA
ZOOM
THINKLINK
LAMIA
MICROSO
FT
TEAM
POLL
EVERYWHE
RE
CROWEDSIG
NAL
TAMAN
NA
MICROSO
FT
TEAM
THINKLINK
5 Conclusion
The purpose of this study is to visualize the current
status, effects, limitations, ways, and probable
improvements of online education during the
pandemic in Bangladesh. It tries to identify
different aspects of online classes and suggest a
long-term, robust, and effective workaround to
overcome the limitations of continuing online
classes during the pandemic. The statistical result
from this study will help improve the performance
and effectiveness of online education during the
pandemic situation.
For future studies, further research can be
conducted in several developing countries to
generalize the findings of this research. The
institute should develop its private platform to
conduct online exams. Moreover, a qualitative
study of students and teachers can be done to make
the results more detailed and clarified.
Acknowledgement:
We thank the Research Cell, Noakhali Science and
Technology University, for financial support.
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
- Tania Sultana has contributed to the work
simulation, optimization, and paper writing.
- Md. Ashikur Rahman Khan has given the idea
and supervised this research work. Moreover, he
has contributed to the model development,
accomplishing paper revision and paper
submission.
- Fardowsi Rahman has played a significant role in
writing the paper, revising it, and preparing it for
the journal article.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
This work is fully funded by Research Cell,
Noakhali Science and Technology University.
Conflict of Interest
The authors have no conflicts of interest to declare.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.e
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WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2023.20.15
Tania Sultana, MD. Ashikur Rahman Khan,
Fardowsi Rahman
E-ISSN: 2224-3410
128
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