Abstract
This study has tried to explore the tertiary-level pedagogical experiences encountered by the university students of Bangladesh during and after the COVID-19 pandemic. Based on the Theory of Dialogic Action as its theoretical framework, this paper has explored the pros and cons of the tertiary-level pedagogical policies taken by the universities during the COVID-19 pandemic. In search of these queries, authors have conducted indepth interviews of 25 students from five different universities who were students at their universities, before, during, and after the COVID-19 pandemic, and the saturation of data has been achieved. The authors have developed five themes from their responses that focus on the challenges faced, the lack of training for faculties and students, the issue of online exams, digitization and classroom engagement, and the student-faculty communication to find the answers to the research questions. The major findings of the study are: i) the scenario of tertiary level pedagogy in Bangladesh could have been better planned and better executed during the COVID-19 pandemic if necessary training sessions were organized for both students and faculties of the universities along with solving logistical crises of various capacity, which eventually led to the digital divide and information inequality; and ii) a changed pattern of communication has been developed during and after the pandemic among students and faculties where diverse communication media are now being used and are considered as an accepted norm for interaction; however, the declined classroom engagement demands further studies regarding the actual consequences of this changed communication pattern.
Key-words: tertiary pedagogy, university students, universities of Bangladesh, pandemic and education, COVID-19
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To cite this article: Tasnuva Alam Ahona & Mridha Md. Shiblee Noman, Tertiary pedagogical experiences of the university students of Bangladesh during and after the COVID-19 pandemic, Society and Change, XVIII (4), pp. 1-20, 2024.
