Title: Determining the efficacy level of online education in higher studies during COVID-19 pandemic: evidence from Bangladesh

Authors: Sumayya Begum; Mohammad Amzad Hossain Sarker; Afzal Hossain; Md Yusuf Hossein Khan

Addresses: Department of Business Administration in Management Studies, Bangladesh University of Professionals (BUP), Dhaka-1216, Bangladesh ' Department of Marketing, Comilla University, Cumilla-3506, Bangladesh ' Department of Marketing, Faculty of Business Studies, Comilla University, Cumilla-3506, Bangladesh ' College of Tourism and Hospitality Management, International University of Business Agriculture and Technology, Dhaka 1230, Bangladesh; Faculty of Economics, University of Algarve, Faro, Portugal

Abstract: Online education is a flexible instructional delivery system that includes any kind of learning that takes place via the internet. Therefore, the purpose of this research was to determine the efficacy level of online education in higher studies during the COVID-19 pandemic in the contexts of Bangladesh. This research used both quantitative and descriptive analysis methods. A standardised questionnaire was used to collect 348 data points from university students using an online purposive sampling method. A partial least square structural equation modelling (PLS-SEM) approach was used to assess the data and test the hypotheses. The results of the PLS-SEM analysis method demonstrated that course curriculum, internet self-efficacy, and self-motivation had a positive and significant association with online education in higher studies during the COVID-19 pandemic. For the successful implementation of the digital education system in tertiary level education in this period of pandemic and after pandemic new normal condition this study findings will play a significant role for the policymakers of Bangladesh.

Keywords: COVID-19; online education; higher studies; university students; structural equation modelling; SEM; Bangladesh.

DOI: 10.1504/IJKL.2024.140822

International Journal of Knowledge and Learning, 2024 Vol.17 No.5, pp.457 - 483

Received: 20 Jan 2022
Accepted: 05 Nov 2022
Published online: 03 Sep 2024 *

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