Introducing E-Learning Programme: a Pragmatic Consideration for Bangladesh /Page 25-36

Introducing E-learning Programme: A Pragmatic Consideration for Bangladesh /Page 25-36 Introducing E-learning Programme: A Pragmatic Consideration for Bangladesh Eman Hossain1, Md. Maruf Morshed2 and Mizanur Rahman Jewel3 Abstract: E-learning methods are widely used in countries around the world to promote distance education and life long learning. It is an innovative approach for delivering electronically mediated, well-designed, learner-centered and interactive learning environments to anyone, anyplace, anytime by utilizing the internet and digital technologies in line with instructional design principles. Today e-learning resources on the internet provide numerous information that are designed to deliver information about distance learning and educational technology and to support and promote accessible alternative to school education and job training in the Americas, Europe, Asia and throughout the world. The present paper deals with the recent scenario of e-learning in Bangladesh and proposes the introduction of e-learning programme in the academic disciplines of Bangladesh. The paper also tries to explore the challenges in the way to e-learning in the country. Finally it points out the drawbacks and suggests the recommendation for the introduction of the e-learning-programme in Bangladesh. The research questionnaire method has been used and two questionnaires have been used for the teachers and learners of the different universities of the country to bring into light the recent scenario of the country. Key-words: E-learning, Virtual and Distance Education, Internet Technology, Class Management, Bangladesh Open University (BOU). 1 Sr. Lecturer, Department of Business Administration, Prime University, Dhaka, Bangladesh. E-mail: [email protected] 2 Lecturer, Department of Computer Science and Engineering, The Millennium University, Dhaka, Bangladesh. E-mail: [email protected] 3 Lecturer, Department of English, The Millennium University, Dhaka, Bangladesh. E-mail: [email protected] 25 Prime University Journal, ISSN: 1995-5332, Volume-6, Number-2, July-December: 2012 Introduction Bangladesh is one of the most densely populated countries in the world with nearly 160 million people within an area of 147,570 square kilometers. The country‟s vast population could be a major resource of the country. However, in transforming the population into a productive force and ensuring a dynamic environment for social, economic and political development is a big challenge for its government. Though the official literacy rate is said to be 66%, but according to private survey the real rate is only 42%. Education, therefore, has been recognized as a priority sector by all governments since Bangladesh achieved independence in 1971. Distance education is an important alternative for educating mass people in Bangladesh for many socio-economic reasons. More importantly, the opportunity for higher education is extremely limited in Bangladesh, and even students who can afford to finance their studies, find it very difficult to get admission into the universities due to limited capacity (Sadeq, 2003). Bangladesh first introduced e-learning in 1956 by a radio-broadcasting program, later in 1992 Bangladesh established its first and only distance learning university known as the Bangladesh Open University (BOU). The University‟s learning technology is mostly traditional one-way media and the students are listeners with test papers. However, the drop out rate in BOU is extremely high. Definition of e-learning E-learning (electronic- learning) is a term that encompasses all forms of Technology-Enhanced Learning (TEL) or very specific types of TEL such as online or web-based learning. Nevertheless, the term does not have a universally accepted definition (Sadeq, 2003), and there are divides in the e-learning industry about whether a technology-enhanced system can be called e-learning if there is no set pedagogy as some argue e-learning is: "pedagogy empowered by digital technology". (Source- Internet) The term e-learning is ambiguous to those outside the e-learning industry, and even within its diverse disciplines it has different meanings to different people (Dublin, 2003). For instance in companies, it often refers to the strategies that use the company network to deliver training courses to employees and lately in most universities, e-learning 26 Introducing E-learning Programme: A Pragmatic Consideration for Bangladesh /Page 25-36 is used to define a specific mode to attend a course or program of study where the students rarely or never meet face-to-face, nor access on- campus educational facilities, because they study online. However, generally three forms of e-learning are available and are used in different institutions. These are namely, web-based training, supported online training and informal e-learning (Mason, 2002). The following table summarizes the key characteristics of these approaches: Table 1: Three forms of e-learning Web-based training Supported online training Informal e-learning Content-focused Learner-focused Group-focused Delivery-driven Activity-driven Practice-driven Organizational Individual learning Small group learning learning Minimal interaction Significant interaction Participants act as with tutor with tutor learners and tutors No collaboration Considerable interaction Multi-way interactions with other learners with other learners among participants Goals and benefits of e-learning E-learning can provide benefits for the organizations and individuals involved. Improved performance: A 12-year meta-analysis of research by the U.S, Department of Education found that higher education students in online learning generally performed better than those in face-to-face courses. (Means, et.al, 2009) . Increased access: Instructors of the highest caliber can share their knowledge across borders, allowing students to attend courses across physical, political, and economic boundaries. Recognized experts have the opportunity of making information available internationally, to anyone interested at minimum costs. For example, the „MIT Open Course Ware‟ program has made substantial portions university's curriculum and lectures available for free online. 27 Prime University Journal, ISSN: 1995-5332, Volume-6, Number-2, July-December: 2012 . Convenience and flexibility to learners: In many contexts, e- learning is self-paced and the learning sessions are available 24x7. Learners are not bound to a specific day/time to physically attend classes. They can also pause learning sessions at their convenience. The high technology is not necessary for all online courses. Basic internet access, audio, and video capabilities are common requirements (Kerkman, 2004). Depending on the technology used, students can begin their courses while at work and finish them at home on a different computer. Skills and competencies development: To develop the skills and competencies needed in the 21st century, in particular to ensure that learners have the digital literacy skills required in their discipline, profession or career Bates (2009)(Bates, 2009) on June 24th, 2009 states that a major argument for e-learning is that it enables learners to develop essential skills for knowledge- based workers by embedding the use of information and communication technologies within the curriculum. He also argues that using e-learning in this way has major implications for course design and the assessment of learners. Additional advantages of computer-based training over traditional classroom training include the ability to: . Pay less per credit hour . Reduce overall training time . Spread out training over extended periods of time (even months) . Bookmark progress (computer remembers where the student left off so they can resume the courses from there) . Remain in one location (i.e., home, office, airport, coffee shop, etc.) with no need to travel . Receive quality training that bolsters job performance E-learning in Higher Education: By 2006, nearly 3.5 million students were participating in on-line learning at institutions of higher education in the United States. “Sloan Consortium”. According to the Sloan Foundation reports, (Allen and Seaman, 2008) (Allen and Seaman, 2003): there has been an increase of around 12-14 percent per year on average in enrollments for fully online learning over the five years 28 Introducing E-learning Programme: A Pragmatic Consideration for Bangladesh /Page 25-36 2004-2009 in the US post-secondary system, compared with an average of approximately 2 percent increase per year in overall enrollments. Allen and Seamen (2009) claim that almost a quarter of all students in post-secondary education were taking fully online courses in 2008, and a report by Ambient Insight Research (2009) suggests that in 2009, 44 percent of post-secondary students in the USA were taking some or all of their courses online, and projected that this figure would rise to 81 percent by 2014. Thus it can be seen that e-learning is moving rapidly from the margins to being a predominant form of post-secondary education, at least in the USA. Many higher educational institutions now offer on-line classes for profit. By contrast, only about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. Private institutions may become more involved with on-line presentations as the cost of instituting

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