E, In Search of a Blended Learning Framework for Secondary Education in Bangladesh
Keywords:
Blended Education, Blended Learning Framework, Learning Approach, Secondary Education, BangladeshAbstract
This article explores the possibilities of implementing blended learning in secondary classrooms and proposes a framework for secondary education in Bangladesh. A mixed-method approach to data collection was employed, involving teachers and students from secondary schools. Data were collected through questionnaire surveys, document reviews, online class observations, focus group discussions, and in-depth interviews. The study found that although the National Education Policy and ICT Policy emphasise the use of ICT to ensure quality education, specific provisions for ICT integration during emergencies and blended learning were lacking. Secondary schools conducted online classes and assignments during the COVID-19 pandemic; however, student participation was low. Most schools had a minimum level of ICT resources, but these were insufficient to implement blended education effectively. Teachers and students generally demonstrated positive attitudes towards blended learning. Based on these findings, the study proposes the Preparation–Engagement–Settlement (PES) framework. It recommends that secondary schools and local education offices ensure the Preparation and Engagement components, while the Ministry of Education should take responsibility for the Settlement components.
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