Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.

25& 2'13

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Limitations of Blended Learning in Bangladesh: A Measurement for a Decade

(o)a**ad +elal ,ossain Sout)ern -ni.ersit/ +anglades)& 0E1 1a*pus& 1)ittagong& +anglades) Abstract 2)is stud/ portra/s a picture of w)/ 3lended learning process in +anglades) is now not appropriate to t)e students in an/ le.el of education s/ste*s. 4 total of 21 teac)ers and 17 ad*inistrators in *ore t)an 25 pu3lic and pri.ate uni.ersities inter.iewed wit) a set of 11 5uestions in a 5uestionnaire. 2)e results of fre5uenc/ count fro* t)e 5uestionnaire s)owed t)at 3lended learning re5uires a *ini*u* of 12-15 /ears to 3e i*ple*ented across t)e countr/. 2)ere were also so*e positi.e signs of 5uic6 adaptation of 3lended learning process in +anglades) on conditions. Inade5uate logistic support causes t)e o3stacle to ac)ie.e t)e goal of 3lended learning in +anglades). 2)e ac6nowledge*ent of t)e inter.iewees on accepta3ilit/ and sustaina3ilit/ of 3lended learning to t)e students en)ances t)e popularit/ of t)is process. +ased on t)e anal/sis of t)e answers of inter.iewees in t)is stud/& so*e suggestions )a.e 3een added to *a6e conscious to t)e polic/ *a6ers in education sectors. Keywords7 +lended 8earning& 8ogistic Support& Sustaina3ilit/& 9uic6 4daption& Polic/ (a6ers Introduction +lended learning is t)e collection of t)e different wa/s t)at teac)ers *a6e to 6eep students interested& inspired& *oti.ated and dri.en e.en after t)e long ti*e of t)e co*pletion of t)eir particular courses. In addition& it is t)e fusion of indi.idual lessons& group lessons and p)one lessons. 2)e crucial factor in 3lended learning is t)e electronic support co*ing fro* E-learning. In co*parison to ot)er countries across t)e world& 3lended learning is 5uite new in teac)ing and learning *et)odolog/ in +anglades). 2i*e )as e*erged for 3lended learning as a su3stitute learning process to t)e face to face traditional learning tec)ni5ues. 2eac)ers& students and t)eir parents& ad*inistrators in uni.ersities .irtuall/ feel t)e i*portance of a fres) process in learning and teac)ing sectors o.er t)e countr/. Speciall/& 3lended learning as a su3stitute of traditional learning *et)od was supposed to welco*e. +ut t)e scenario as to t)e e:pectation is co*pletel/ different. #nl/ te:t-3ased lecturing is t)e wa/ of teac)ing and learning *ode in +anglades). 2)e support t)at re5uires for t)e i*ple*entation of 3lended learning is inade5uate at t)is *o*ent. +/ *ost standards& 3lended learning is a *ec)anis* t)at 3ridges t)e old and t)e new 3/ i*pacting polic/ and strategic initiati.es in )ig)er education at .irtuall/ e.er/ le.el ((os6al et al.& 2'13 . ,ere in +anglades) perspecti.e relating to polic/ and initiati.es for 3lended learning *ini*i;es prospect of newness in learning. <ecision *a6ers= contri3ution to t)e i*ple*entation of t)eir decisions on t)e ac)ie.e*ent of progressi.e and latest learning sc)e*e gets less i*portance t)an t)e ad*inistrators= contri3ution- to t)e response of uni.ersit/ lecturers. 4s 3lended learning is enric)ed wit) t)e addition of e-learning w)ic) penetrates into a nation t)roug) we3 connection& in t)at sense +anglades) is not read/ /et to adapt it. 2o get connection one needs continuation of electricit/ suppl/-a cr/ing need for t)e countr/. In t)is paper& li*itations and reasons 3e)ind t)e* s)ould 3e focused wit) t)e responses of t)e inter.iewees. Methodology 2)is stud/ for*ed wit) t)e ra*ifications of t)e teac)ers and ad*inistrators as to t)e 3arriers of i*ple*entation of 3lended learning in t)e uni.ersities in +anglades). It is 3e/ond dou3t t)at t)is stud/=s for*ation is 3ased on descripti.e approac). >urt)er*ore& wit) t)e respondents *ar6 on t)e causes as proportions of a total of 1''?& t)is stud/ constructs a pie c)art in order to clarif/ t)e facts effecti.el/. <escripti.e answers were as6ed fro* t)e participants wit) a set of 11 5uestions in w)ere so*e answered few 5uestions a*ong 11. So*e respondents focused t)e pro3le*s wit) e.idence fro* t)e past )istor/ of t)e national progress and so*e tried to s)ow )ow particular reasons interrupt to t)e i*ple*entation of decisions ta6en for education sectors in +anglades). #n t)e ot)er )and& so*e opined t)at 3lended learning alread/ esta3lis)ed in +anglades) in t)e *eans of *ultiple wa/ of learning wit)out supporting t)e *odern we3-3ased e-learning. +ut& in t)is stud/& onl/ t)e o3stacles )a.e 3een descri3ed citing t)e t)e*e of t)e respondents= co**ents. Versatile Challenges 1ategoricall/ +anglades) is a t)ird world countr/ wit) dense of population. #pportunities are less t)an its population. 2)ere are *an/ causes 3e)ind t)e slow *otion of t)e progress& w)ic) are directl/ related to t)e ad.ance*ent of education. @it) so *an/ 3lended learning *odels in e:istence& w)ic) *ig)t 3e t)e *ost effecti.e& or t)e *ost appropriate for a particular institution to c)ooseA 2)e answer *ig)t see* surprising& or at least counterintuiti.e7 t)ere is no single 3est *odel& and *ost institutions can ac)ie.e success wit) near an/ of

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.25& 2'13

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t)e*& to <;iu3an and (os6al& (2'11 .In t)is sense +anglades) )as alread/ adapted 3lended learning in *ost courses across t)e countr/. +ut pro3le*s are wit) t)e up to date *oderni;ed one w)ic) s)ould 3e o.erco*e filling t)e following gaps.

18% Lacke of tec nical knowdge 35% Political Instability 12% Funding

20% Insufficient Power supply

15% Infrustructure

>igure 17 2)is pie c)art s)owing percentages of 3arriers in +lended 8earning in +anglades). Source7 4ut)or=s esti*ation. Political Instability Cespondents= .iews on political situation o.er t)e countr/ confine t)e feasi3ilit/ of 5uic6l/ upco*ing solution on t)e de3ate regarding 3lended learning. 4ccording to t)e report pu3lis)ed on t)e #cto3er 2'12& acade*ic operational acti.ities were stopped up for at least %3 da/s on an a.erage in a /ear wit)out regular wee6end and pu3lic )olida/s. Ceport focused t)at lose of acade*ic /ears and dropping out fro* t)e stud/ in different le.els caused 3/ t)e political clas) 3etween t)e parties. Participants were as6ed to identif/ t)e *aDor cause not to enDo/ t)e *odern tec)nolog/ 3ased 3lended learning in +anglades). 2)e replies were al*ost near to eac) participant. 2)e/ *ar6ed it 32? -3!? as proportion of total o3stacles of i*ple*entation 3lended learning. 2)is is a co*plete negati.e picture for education sectors. @)ereas& Cinder**an& (et al.& 2'13 sa/ t)at t)e social sciences )a.e traditionall/ assu*ed t)at education is a *aDor deter*inant of citi;ens= political orientations and 3e)a.iour. 2o t)e*& se.eral studies )a.e also s)own t)at intelligence )as an i*pact. 4ccording to a t)eor/ t)at conceptuali;es intelligence as a 3urg)er (*iddle class& ci.il p)eno*enon Eintelligence s)ould pro*ote ci.il attitudes& )a3its and nor*s li6e diligence& order and li3ert/. Political leaders= interferences in e:ecution of decisions ta6en for educational de.elop*ent in different states (districts *a6e slow and stead/ in national progress. ,ere is *ost interesting t)at all participants soug)t out political insta3ilit/ as a 3ig 3ar for 3lended learning. lectricity !u""ly 4s a slow and stead/ de.eloping countr/& electricit/ production )as not 3een increased so far e:pectation of its population in last few decades. 1ontinuation of electricit/ suppl/ and *odern tec)nolog/ 3ased 3lended learning are lin6ed wit) eac) ot)er. #ne is part and parcel of ot)er# 4ccording to paper written 3/ 4sif ,asan et al.&(2'12 +anglades) is e:periencing inti*idating energ/ c)allenges7 Securit/ concerns o.er growing fuel i*ports& li*ited do*estic energ/ resources for power generation. 4t present t)e power de*and in +anglades) is a3out F'''(@& w)ereas t)e generation ranges onl/ %'''-%F'' (@. 2)e generation capacit/ is 5B3F(@.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.25& 2'13

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2a3le 1. Present Status of Power 0eneration in +anglades) SI No Ite*s Status(2'11 1 Electricit/ 0rowt) 1' ? in >G-2'1' (4.. 7 ? since 1BB' 2 2otal 1onsu*er 12 (illion 3 2rans*ission 8ine !&5''6* % <istri3ution 8ine 2&7'&''' 5 <istri3ution 8oss 13.1? F Per 1apita 0eneration 23F 6@) (incl. 1apti.e 7 4ccess to Electricit/ %!.5? ! Present 0eneration 1apacit/ 5B3F (@ B Present <e*and F''' (@ 1' Present 4.aila3le 0eneration %'''-%F'' (@ 11 Cecent (a:i*u* 0enerations %FBB (@ ( 2' 4ugust 2'1' 12 (a:i*u* 8oad S)edding in >G-1' 15'' (@ (during )ot su**er da/s Source7 Electricit/ 1)allenge for Sustaina3le >uture in +anglades). 4s a result of power s)ortage causes e:cessi.e load s)ading t)roug)out t)e w)ole /ear. +anglades) relies greatl/ on fossil fuels for its energ/& 3ut t)e present reser.e would 3e depleted 3/ t)e /ear of 2'15. 2)at is w)/H respondents forecasted t)e i*possi3ilit/ of 3lended learning Dust now in +anglades). 4ccording to S)oniregun and 0ra/ (2''3 & e-learning is t)e deli.er/ of teac)ing *aterial electronicall/ wit) t)e added .alue of *aintaining standard and 5ualit/ wit)out li*itation of a specific location& using *ulti*edia and is interacti.e. Elearning is not si*pl/ putting t)e notes online. Infrastructures +ot) 3uilding and networ6 infrastructure in +anglades) are significantl/ inade5uate for educational institutes. No s/ste* can co.er t)e facilities of 3lended learning process wit)out t)ese infrastructures. Cosen3erg (2''1 & confines e-learning as t)e use of internet tec)nologies to deli.er a 3road arra/ of solutions t)at en)ances 6nowledge and perfor*ance. It is 3ased upon t)ree funda*ental criteria7 networ6ed& deli.ered to t)e end-user .ia a co*puter using standard internet tec)nolog/ and focuses on t)e 3roadest .iew of learning. Students and teac)ers are *ostl/ awa/ fro* t)e 3enefits of 3lended learning due to una.aila3ilit/ of infrastructural facilities across t)e countr/. (os6al et al.& (2'13 sa/ -relia3le and ro3ust infrastructure *ust 3e in place to support students and facult/. 2)e/ add +lended learning re5uires t)e sa*e I2 infrastructure ele*ents as ot)er networ6 ser.ices7 ser.ers& networ6 3andwidt)& and re*ote access. ,owe.er& t)e re5uire*ents of online learning are *ore stringent in ter*s of relia3ilit/ and consistenc/ of perfor*ance t)an *an/ ot)er networ6 ser.ices& re5uiring t)at t)e tec)nical ele*ents 3e well designed and supported. >ro* t)e discussion it is clear t)at t)ere is no wa/ to i*ple*ent 3lended learning wit)out ensuring infrastructural esta3lis)*ent. $eachers% $raining 4s 3lended learning *ostl/ 3ased on co*puter and we3sites& it re5uires operational 6nowledge for successful perse.erance a*ong t)e students. (ost of t)e teac)ers in +anglades) )a.e no 3asic 6nowledge on co*puter operating and e.en )a.e no e*ail account for co**unication. In response to t)e 5uestion a3out teac)ers= perfor*ance& *a:i*u* answers clai* t)e inefficienc/ of t)e teac)ers. Cesearc) on teac)er preparation )as 3een found to 3e funda*entall/ flawed due to t)e lac6 of specific 6nowledge surrounding t)e field (,a*re I #l/er& 2''%&# Percei.ed le.els of teac)er efficac/ in coping wit) t)e de*ands of t)e inclusi.e classroo* are often deter*ined 3/ t)e Jsufficienc/= of training for inclusion# Cesearc) co*paring t)e efficac/ le.els of special and general education teac)ers )as found t)at general education teac)ers often find t)e*sel.es lac6ing in 6nowledge and co*petencies dee*ed necessar/ for teac)ing in an inclusi.e classroo* as co*pared wit) t)eir special education counterparts (+uell et al.& 1BBB . 2raining for inclusion wit)in general education teac)er preparation progra*s will alert teac)ers to 3etter understand t)e goals& o3Decti.es& and i*ple*entation strategies for t)e .arious support ser.ices a.aila3le to 3etter cater for students wit) disa3ilities (Nougaret& Scruggs I (astropieri& 2''5H #=S)ea et al& 2''' . Increased 6nowledge a3out inclusion 3rings a3out )ig)er le.els of confidence& and dissipates t)e fear and an:iousness often associated wit) t)e lac6 of awareness and e:posure to c)ildren wit) disa3ilities (4.ra*idis et al& 2''' . 4g3oola (2''5 concluded t)at t)e notion of e-learning s)ould 3e a3out using t)e co*puter and t)e Internet tec)nolog/ to disse*inate 6nowledge to learners effecti.el/ and to en)ance t)e perfor*ances of 3ot) t)e teac)er and t)e learner 3/ utili;ing infor*ation and co**unication tec)nolog/ (I12 for t)e purpose of instructional deli.er/. In general& e-learning refers to learning wit) using of infor*ation and co**unication tec)nologies.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.25& 2'13

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'unding >or e:ecution of an/ decision on particular issues& financial support is t)e 3iggest part in w)ole. <e.eloping countries li6e +anglades) s)ould set an agenda for t)e 3est approac) for t)e*sel.es t)roug) t)e de.elop*ent of co*pre)ensi.e national education strategies. 2)e participants fro* t)e ad*inistrati.e positions in different uni.ersities opine strongl/ t)at go.ern*ent and non-go.ern*ent organi;ations s)ould co*e forward to ensuring 5ualit/ education for all. It would not 3e appropriate at all as6ing li6e (os6al et& al#( Is blended learning an e)"ense* or an in+estmentAK& as pro3le*s in +anglades) engulf wit) corruptions. 2)e 3udget for education it )as in eac) financial /ear *a/ 3e a good portion for lifting up t)e status of educational s/ste* across t)e countr/. Conclusion with suggestions 4s 3lended learning intersects wit) al*ost e.er/ sector of t)e educational en.iron*ent& it de*ands careful polic/ de.elop*ent and e:ecution. Polic/ *a6ers *ust consider t)e *odalit/ for its i*pact on infrastructure needs& progra* de.elop*ent& and strategic planning. >acult/ *e*3ers )a.e t)e opportunit/ to capitali;e on its potential for en)ancing t)eir a3ilit/ to facilitate learning *ore effecti.el/. In t)is article& it )as 3een tried outline a nu*3er of considerations for 3lended learning t)at i*pact polic/ in all sectors of education. >irst and fore*ost& t)is learning *odalit/ *ust 3e operationali;ed in a *anner t)at resonates wit) t)e conte:t of t)e institution and aligns wit) its goal and o3Decti.es w)ile at t)e sa*e ti*e *aintaining consistenc/ wit) organi;ational capacit/. +lended learning re5uires )ig) 5ualit/ support at all le.els7 organi;ational infrastructure& course and facult/ de.elop*ent& as well as consistent student learning support *ec)anis*s. ,eferences 1. (os6al& P.<.& <;iu3an& 1.<.& I ,art*an& J. (2'13 . +lended 8earning7 4 dangerous IdeaA& Internet and Higher Education, 18& 15-23. 2. <;iu3an& 1. <.& I (os6al& P. <.(2'11 . 4 course is a course is a course7 >actor in.ariance in student e.aluation of online& 3lended and face -to-face learning en.iron*ents. Internet and Higher Education, 14& 23F-2%1 3. Cinder*ann& ,.& (endo;a& >. 1.& I @oodle/& (. 4. (2'13 .Political orientation& intelligence and education. Intelligence, 40, 217-225 %. ,assan&4. & Ca)*an& (. S. & L)an& >. 2.& +in& (.& (ali6& I 4li& (. M. (2'12 Electricit/ 1)allenge for Sustaina3le >uture in +anglades). APCBEE Procedia & 1& 3%F E 35'& I1ES< 2'127 5-7 Januar/ 2'12& ,ong Long. 5. S)oniregun& 1.4.& I 0ra/& S.J. (2''3 & Is e-learning reall/ t)e future or a ris6& Communication of the ACM !"i#uit$,%ol.4, no. 10, P. 1 &. Cogen3erg& (.& (c0raw-,ill& 2''1& ,ardco.er& 3%%pages& 4lso a.aila3le as an Ne-3oo6N fro* 4*a;on IS+N '-'7-13F2F!-1 -# (os6al& P.<.& <;iu3an& 1.<.& I ,art*an& J. (2'13 . +lended 8earning7 4 dangerous IdeaA& Internet and Higher Education, 18& 15-23. 8. ,a*re& +.& I #/ler& 1. (2''% . Preparing teac)ers for inclusi.e classroo*s7 8earning fro* a colla3orati.e in5uir/ group. 'ournal of (eacher Education, 55 (2 & 15%-1F3.

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