Search results

E-learning is a very popular concept in the education sector today, and one of the best ways to implement this is through blended learning. However, the implementation of blended learning program at Higher Education Institutions (HEIs) is quite new in Bangladesh. The purpose of this paper is to explore the concept of blended learning, how to construct a blended learning program, the benefits of blended learning and some prerequisites to implement blended learning program successfully at HEIs in Bangladesh.

Nature of the study is explanatory, descriptive as well as evaluative. Primary data were collected through face-to-face interviews using structured questionnaire having both open- and close-ended questions including personal observations. Secondary data comprise relevant documents available from government agencies, archives, and library and research organizations.

By utilizing the blended learning tools, HEIs in Bangladesh can achieve radical improvements in education quality as well as in the accessibility and cost-effectiveness of learning programs. Moreover, any innovative educational reform will be successful only when it is fully accepted and adopted by all the key stakeholders: students, parents, teachers, academic administrators, researchers and policy makers.

Several practical solutions have been presented in this paper: how to create a blended learning program, how to overcome the obstacles for successful implementation of blended learning and how to create a flipped classroom with the aid of technology.

A country’s soul and economic well-being depends to a large extent on the quality of their citizen’s education. Implementing innovative teaching programs within the education system will enhance the quality of education at HEIs in Bangladesh, creating more efficient labor force hence benefiting the overall society.

Originality in terms of exposing the hurdles that needs to be addressed for successful implementation of blended learning programs at HEIs in Bangladesh and providing an easy guideline to educators on how to create flipped classrooms.

This research aims to determine to what degree registered and nonregistered Rohingyas differ in their difficulties and coping strategies.

Kutupalong registered and one nonregistered camp (Camp 2E) were selected as the study area, and a mixed-methods approach was followed to collect the data. Six in-depth interviews and two focus group discussions (FGDs) were conducted first, and then the questionnaire survey was conducted on 315 Rohingyas, comprising 116 registered and 199 non-registered refugees.

The results indicate a substantial difference in the difficulties and coping techniques of registered and nonregistered refugees in food, residence, health and security. Except for the health and security issue, the registered Rohingyas (RRs) have a relatively better life than the nonregistered Rohingyas (NRRs). The main problem registered refugees undergo is economic, followed by health service, food, residence, social and security issue. For nonregistered refugees, economic and social issues receive maximum attention, while security is their last concern. The coping strategies show that all strategies against difficulties significantly differ between registered and nonregistered Rohingyas.

Based on their registration status, this research may assist humanitarian workers and policymakers in better understanding of Rohingya refugees' livelihood strategies and challenges in Bangladesh. The findings may also help practitioners and policymakers build new programs and services to assist complex and difficult refugee groups in improving their livelihoods and access to essential amenities.

Previous research shows little attention to the variations between registered and unregistered refugees. However, almost no studies have compared the challenges and coping methods of registered and unregistered Rohingya refugees in Bangladesh and other regions. This research was meant to define and offer an in-depth analysis of the Rohingya refugees' livelihood strategies in the Kutupalong registered and nonregistered camp in Bangladesh to fill the knowledge gap.