Abstract

The higher education sector globally has gone through a transition because of the coronavirus outbreak, and as a result, many traditional higher education institutions across the globe have been forced to go online to provide education and arrange assessments so that their students could continue their education and complete their courses. Unlike developed countries, at the beginning of the lockdown, most of the higher education institutions in Bangladesh shut down their operations, and a few universities started moving toward online distance teaching and learning activities. Based on an empirical study, this article discusses the challenges of teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. It also identifies good practices to overcome those challenges. An online survey was conducted to collect data from university teachers throughout the country. Findings from this study show that it was a great challenge for most universities to adopt online teaching and learning models at the beginning of the pandemic. Many factors, such as preparedness, limited resources including financial means, low digital literacy, internet connectivity and suitable physical and virtual infrastructure affected this transition. However, the findings also show that the COVID-19 pandemic created new opportunities for educators and practitioners to explore various professional development activities by trying out different digital pedagogies through practice and reflection. This article also highlights the immediate effect and long-term impact on teaching and learning regarding preparedness for future approaches to education in emergencies.