Version 1
: Received: 31 March 2021 / Approved: 1 April 2021 / Online: 1 April 2021 (09:03:02 CEST)
How to cite:
Nur Ullah, M.; Biswas, B.; Mamun Miah, M. Assessing Institutional Support to Online Education at Tertiary Level in Bangladesh Coping with Covid-19 Pandemic: An Empirical Study. Preprints2021, 2021040001. https://doi.org/10.20944/preprints202104.0001.v1.
Nur Ullah, M.; Biswas, B.; Mamun Miah, M. Assessing Institutional Support to Online Education at Tertiary Level in Bangladesh Coping with Covid-19 Pandemic: An Empirical Study. Preprints 2021, 2021040001. https://doi.org/10.20944/preprints202104.0001.v1.
Cite as:
Nur Ullah, M.; Biswas, B.; Mamun Miah, M. Assessing Institutional Support to Online Education at Tertiary Level in Bangladesh Coping with Covid-19 Pandemic: An Empirical Study. Preprints2021, 2021040001. https://doi.org/10.20944/preprints202104.0001.v1.
Nur Ullah, M.; Biswas, B.; Mamun Miah, M. Assessing Institutional Support to Online Education at Tertiary Level in Bangladesh Coping with Covid-19 Pandemic: An Empirical Study. Preprints 2021, 2021040001. https://doi.org/10.20944/preprints202104.0001.v1.
Abstract
Institutional support and quality education are linked in a significant way. During Covid-19, institutional support is critical to closing the huge academic gap that has emerged as physical academic practices have been moved to a virtual education system using technology. This research aims to assess institutional support for online education in Bangladesh during the Covid-19 pandemic. This analysis is focused on the three main elements of the Adapted Model of Institutional Support (AMIS) of Bond et al, 2007, and the Institutional Support Model (ISM) of Valverde and Rodriguez, 2002, namely Financial Support (FS), Technical Support (TS), and Mentoring Support (MS). According to the findings, a few universities in Bangladesh have provided average support for continuing online education, while others have just started taking online classes. Several problems have been discovered, such as the lack of dedicated software for conducting online academic activities, lack of training and grooming, lack of mentoring, poor internet access, lack of smartphones, high internet package rates, and so on. This study concludes with some policy recommendations for a smooth online education system in Bangladesh.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
