Learners’ Perception of Online Learning at the Tertiary Level of Bangladesh

Abstract

Due to the fast incorporation of digital technology learning patterns have changed in higher education in not only in Bangladesh but also in the whole world. This study explores backgrounds, perspectives, digital adaptabilities, limitations of online learning in higher education among Bangladeshi university students. As a part of mixed-methods study, surveys and semi-structured interviews have been incorporated in the research, collected from the students of both private and public universities. Online learning is usually well-received because of its accessibility, self-paced study, and flexibility. However, unreliable internet access, low technological skills, lack of participatory involvement, and inadequate institutional support remain. Many students worry about virtual assessment reliability and motivation. Despite these obstacles, students believe that online education may supplement classroom instructions when backed by competent teaching and institutional resources. The study indicates that in Bangladesh, higher education sector's online learning sustainability and effectiveness depend on developing technical infrastructure, digital literacy, and interactive, learner-centred pedagogies. The research helps policymakers, educators, and institutions to improve online education frameworks and provides equal access to excellent learning in the post-pandemic period.