Perspectives, Preparedness and Challenges of the Sudden Shifting of Online to Offline Learning in Higher Education in Bangladesh

Abstract While numerous studies have examined the pros and cons of online teaching and learning during the pandemic, and others have delved into the psychological consequences among university students, there is a gap in the literature regarding students' perspectives on adapting to changing learning environments as educational institutions navigate the post-pandemic landscape. This research investigates the intricate dynamics of tertiary-level students' experiences during the transition from online to offline learning in the post-pandemic era in Bangladesh. A survey methodology, incorporating both closed and open-ended questions, was employed to capture the diverse perspectives, adaptive strategies, and sentiments of 294 students across multiple universities in Bangladesh to gauge the sentiments of students regarding this new educational landscape. The results unveiled a nuanced perspective, reflecting both the challenges and opportunities presented by digital learning platforms. Despite the convenience of online learning, only a minority of respondents, comprising 14%, found it to be more motivating compared to traditional offline methods. A staggering 75% emphasized the importance of face-to-face contact, highlighting the irreplaceable value of in-person interaction in the educational experience. Financial barriers emerged as a significant hurdle, with 41% of participants citing cost as the primary impediment to internet access. Additionally, 51% identified signal availability and strength issues as key challenges, underscoring the digital divide exacerbated by uneven access to technology and connectivity. However, amidst these challenges, a beacon of hope emerged in the form of technological integration. An overwhelming majority of students, constituting 79%, expressed a desire for instructors to leverage technology in offline classes to enhance engagement and capture students' attention. Nevertheless, the transition to online learning brought about its own set of challenges. A notable 35% of respondents, including those who strongly agreed, found interactions among students and between students and teachers to be more uncomfortable and challenging compared to the pre-COVID-19 era. Furthermore, half of the respondents (50%) perceived a decline in on-site class etiquette from pre-pandemic times, reflecting the broader societal shift in norms and behaviors in the wake of remote learning. The findings of this study have the potential to contribute valuable insights into the challenges and opportunities associated with transitioning between different learning modalities and may inform strategies for enhancing students' preparedness and resilience in future educational disruptions.