Volume 1, Issue 1 (June 2022)
JCALS 2022, 1(1): 1-14 |
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Ali Azgor Talukder, Associate Professor, Department English, BGMEA University of Fashion & Technology, Nishatnagar, Turag, Dhaka-1230, Bangladesh. Email: azgortalukder@gmail.com & azgortalukder@buft.edu.bd
Moses Samuel (Corresponding Author), Professor, School of Education, Taylor’s University, Malaysia. Email: samuel@taylors.edu.my
Moses Samuel (Corresponding Author), Professor, School of Education, Taylor’s University, Malaysia. Email: samuel@taylors.edu.my
Abstract: (1159 Views)
There is a growing body of literature on online teaching documenting inequality of access and quality concerns experienced by students and their parents in pre-pandemic time. COVID-19 pandemic forced students to experience these issues more acutely and affectively, which calls for in-depth studies on the effects and consequences of online teaching in terms of access and quality since COVID-19 pandemic. Studies capturing the learners’ struggle with inequality of access to and education quality of online teaching during COVID-19 are still rare. This study explores learners’ experiences of online teaching introduced by universities in Bangladesh in time of COVID-19, and finds students tangled in a Sisyphean struggle with access and quality learning. Insights from the study may shed light on the issues to be considered for online teaching in post-pandemic contexts.
Article number: 1
Type of Study: Research |
Subject:
Special
Received: 2022/01/1 | Accepted: 2022/02/18 | Published: 2022/06/20
Received: 2022/01/1 | Accepted: 2022/02/18 | Published: 2022/06/20
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