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A Bangladesh education system chart. The main education system is divided into three levels: Pre-primary level (class k-2) [18] Primary level (class 3–8) [18] Secondary level (class 9–12) [19] Tertiary level [20] At all levels of schooling, students can choose to receive their education either in English or Bengali. [21]
The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. [1]
Distance education, also known as distance learning, is the education of students who may not always be physically present at school, [1] [2] or where the learner and the teacher are separated in both time and distance. [3] Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail.
BOU is granted the authority to confer degrees under Clause 6(c) of the BOU Act 1992. BOU is recognised as a national university by the University Grants Commission of Bangladesh, a statutory body attached to the Ministry of Education. The BOU is a founding and participating institution of the SAARC Consortium on Open and Distance Learning ...
Potential impacts of school closures and reliance on distance learning are not addressed in US federal acts of legislation in the early months of the pandemic. [135] [143] Special education students are potentially one of the most impacted groups of COVID-19. Educators continue to focus on implementing strategies to deliver services and ...
Digital pedagogy allows for flexibility in undergraduate study. Students with long commutes can access, read, and respond to course materials on digital devices such as phones while in transit. Comparisons of student outcomes between online courses and face-to-face courses suggest that there is a negligible difference between the two formats.
The fifth step in Salmon's model involves students looking for benefits from the system and using resources from outside of it to deepen their learning. Throughout all of this, the tutor/teacher/lecturer fulfills the role of moderator or e-moderator, acting as a facilitator of student learning. Some criticism is now beginning to emerge.