Blended Learning Space for Primary and Secondary Education: Challenges and Opportunities in Resource-Constrained Contexts

M. Mahruf C.  Shohel; Md.  Ashrafuzzaman; Farhan  Azim; Iffat  Naomee; Shajed Rahman; Mohammad Abu Bakar  Siddik

doi:10.4018/978-1-7998-6829-3.ch012

Blended Learning Space for Primary and Secondary Education: Challenges and Opportunities in Resource-Constrained Contexts

M. Mahruf C. Shohel, Md. Ashrafuzzaman, Farhan Azim, Iffat Naomee, Shajed Rahman, Mohammad Abu Bakar Siddik

Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Abstract

Emergency remote education during the COVID-19 pandemic has opened the door for everyone not only to see the prospect of blended teaching and learning but also to understand how critical it is to incorporate technological development to enhance learning and access to education. While face-to-face in-classroom teaching and learning methods help children and young people in developing vital social, communicative, developmental, and digital competencies, it is also critical to embrace the digital transformation that is happening around everyday life and throughout society. Based on secondary data, this chapter explores the key challenges and opportunities for policy and practice in resource-constrained contexts. This chapter utilizes Bangladesh as a case study to elicit the transition and transformation process of teaching and learning at the primary and secondary education levels in the global south during the emergency.

Original language	English
Title of host publication	Designing Effective Distance and Blended Learning Environments in K-12
Publisher	IGI Global
Pages	187-222
ISBN (Electronic)	9781799868316
ISBN (Print)	9781799868309, 9781799868293
DOIs	https://doi.org/10.4018/978-1-7998-6829-3.ch012
Publication status	Published - 2022

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Cite this

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title = "Blended Learning Space for Primary and Secondary Education: Challenges and Opportunities in Resource-Constrained Contexts",

abstract = "Emergency remote education during the COVID-19 pandemic has opened the door for everyone not only to see the prospect of blended teaching and learning but also to understand how critical it is to incorporate technological development to enhance learning and access to education. While face-to-face in-classroom teaching and learning methods help children and young people in developing vital social, communicative, developmental, and digital competencies, it is also critical to embrace the digital transformation that is happening around everyday life and throughout society. Based on secondary data, this chapter explores the key challenges and opportunities for policy and practice in resource-constrained contexts. This chapter utilizes Bangladesh as a case study to elicit the transition and transformation process of teaching and learning at the primary and secondary education levels in the global south during the emergency.",

author = "Shohel, {M. Mahruf C.} and Md. Ashrafuzzaman and Farhan Azim and Iffat Naomee and Shajed Rahman and Siddik, {Mohammad Abu Bakar}",

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language = "English",

isbn = "9781799868309",

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}

Blended Learning Space for Primary and Secondary Education: Challenges and Opportunities in Resource-Constrained Contexts. / Shohel, M. Mahruf C. ; Ashrafuzzaman, Md. ; Azim, Farhan et al.
Designing Effective Distance and Blended Learning Environments in K-12. IGI Global, 2022. p. 187-222.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

TY - CHAP

T1 - Blended Learning Space for Primary and Secondary Education

T2 - Challenges and Opportunities in Resource-Constrained Contexts

AU - Shohel, M. Mahruf C.

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AU - Azim, Farhan

AU - Naomee, Iffat

AU - Rahman, Shajed

AU - Siddik, Mohammad Abu Bakar

PY - 2022

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N2 - Emergency remote education during the COVID-19 pandemic has opened the door for everyone not only to see the prospect of blended teaching and learning but also to understand how critical it is to incorporate technological development to enhance learning and access to education. While face-to-face in-classroom teaching and learning methods help children and young people in developing vital social, communicative, developmental, and digital competencies, it is also critical to embrace the digital transformation that is happening around everyday life and throughout society. Based on secondary data, this chapter explores the key challenges and opportunities for policy and practice in resource-constrained contexts. This chapter utilizes Bangladesh as a case study to elicit the transition and transformation process of teaching and learning at the primary and secondary education levels in the global south during the emergency.

AB - Emergency remote education during the COVID-19 pandemic has opened the door for everyone not only to see the prospect of blended teaching and learning but also to understand how critical it is to incorporate technological development to enhance learning and access to education. While face-to-face in-classroom teaching and learning methods help children and young people in developing vital social, communicative, developmental, and digital competencies, it is also critical to embrace the digital transformation that is happening around everyday life and throughout society. Based on secondary data, this chapter explores the key challenges and opportunities for policy and practice in resource-constrained contexts. This chapter utilizes Bangladesh as a case study to elicit the transition and transformation process of teaching and learning at the primary and secondary education levels in the global south during the emergency.

U2 - 10.4018/978-1-7998-6829-3.ch012

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SN - 9781799868293

SP - 187

EP - 222

BT - Designing Effective Distance and Blended Learning Environments in K-12

PB - IGI Global

ER -

Blended Learning Space for Primary and Secondary Education: Challenges and Opportunities in Resource-Constrained Contexts

Abstract

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