Online Education: A Risky Return

In the development era of digital technology, the use of online platforms in the education system is increasing day by day. Especially during the ‘Covid-19 pandemic’, almost all countries of the world, including Bangladesh, had to rely on online education to keep educational activities running. It was the only alternative to education at that time. Moreover, it made education more accessible and provided access to international quality content. But, in the reality of Bangladesh, the experience during the Corona period has, on the one hand, revealed the potential of technology-based education; on the other hand, it has also clarified its limitations and risks. Although a lot of work has been done in the curriculum and syllabus in education management, there are many doubts about how far Bangladesh has progressed in technology-based education or how much benefit online education has brought to the general population of the country. Therefore, if online education is reintroduced in any situation in the country, in the reality of Bangladesh, it can cause a deep and multidimensional disaster and risk in our education system, as mentioned chronologically.
Firstly, the limitations of technological infrastructure are a fundamental challenge for Bangladesh. According to the Bangladesh Bureau of Statistics (BBS) and various studies, high-speed internet service is still irregular or inadequate in a significant part of the country’s rural areas. Many families have multiple students but have to use only one smartphone, which makes it almost impossible to attend classes regularly. As a result, online education creates a new type of ‘digital divide’ among students. Students in villages lag far behind compared to cities, which is against the principle of ensuring equal opportunities for education.
Secondly, there are questions about the quality and effectiveness of online education. In direct classroom education, teachers can change the teaching method based on student feedback, which is almost absent in online platforms. In many cases, students log in to class but do not actually pay attention. Various studies have shown that students’ attention span decreases and learning skills decrease if they are in front of the screen for a long time. As a result, instead of acquiring knowledge, only ‘attendance’ is ensured, which does not meet the real educational goals.
Thirdly, the assessment system in online education becomes very weak. The opportunity for cheating or unethical means during exams increases. Many students can easily gather answers from Google or other sources, which are not a reflection of their actual knowledge or skills. As a result, even though the number of students with certificates increases, their actual skills decrease, which can have a negative impact on the workplace in the future.
Fourth, online education creates a major obstacle in terms of social and emotional development. Schools or educational institutions are not just places for teaching; they are social institutions where students learn discipline, tolerance, leadership and teamwork. These experiences are absent in online education. Many students suffer from loneliness, anxiety and stress due to studying while confined to their homes for a long time. According to experts, this is a serious risk to the mental health of children and adolescents.

Fifthly, the lack of skills and preparation of teachers is also a major problem. Many teachers in Bangladesh are still not fully accustomed to using digital platforms. There is a lack of adequate training in conducting online classes, creating content, and keeping students engaged. As a result, online classes often become monotonous and ineffective. In addition, there is additional pressure on teachers, as they have to handle both technical and teaching responsibilities at the same time.
Sixthly, the role of parents becomes very important in online education, especially at the primary and high school levels. But most parents in Bangladesh are not employed or educated, so they cannot provide proper support for their children’s studies. This causes students to fall behind because they are unable to study independently. At the same time, financial pressure also increases on lower- and middle-class families, as they have to spend extra on internet costs and buying devices.
Seventhly, the negative impact on physical health is undeniable. Being in front of a mobile or computer screen for a long time causes eye problems, headaches, neck and back pain, and sleep disturbances. In addition, the lack of physical sports and exercise also hinders the physical development of children. This can have a long-term impact on their overall health in the future.
Eighthly, the issue of moral degradation of students is quite worrying. During online education, students keep themselves busy using various social media platforms, including YouTube, Google Chat, and AI. In fact, in many cases, they become excessively addicted to the device and get involved in various immoral activities. As a result, they also lose interest in education.
Ninthly, parenting complications arise. Due to being online for a long time, children stay away from their parents and express reluctance to accept parenting. Due to spending more time on online education, parents also do not get the opportunity to counsel their children. As a result, good parenting activities are also disrupted.
Tenthly, inequality in education increases, and many children are deprived of becoming enlightened people. The experience during the Corona period has shown that most of the parents of the marginalised population who were very poor or lower middle-class professionals could not afford to buy Android phones or computers. As a result, it has not been possible for the children of these families to receive online education at all, and they have been deprived of all educational opportunities prematurely, and even the light of education in many homes has gone out.
Finally, although online education is a modern and necessary method, it is not a complete alternative in the current reality of Bangladesh. Without proper preparation and planning, returning to completely online education can create discrimination, defamation and socio-psychological crises in the education system. Therefore, taking realistic and balanced decisions in education policy will be a timely step. If online education is the only alternative in the country in the evolution of time and the urge of time, the ‘blended learning’ or integrated education method can be adopted as a solution. In this regard, educational institution authorities must ensure technological infrastructure development, teacher training and device supply and internet facilities for poor students.

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The writer is CEO, EduVation Bangladesh and Principal, Naafein International Academy, Dhaka