The COVID-19 pandemic accelerated the shift to online learning, presenting both challenges and opportunities, particularly in developing nations like Bangladesh, where digital infrastructure is often limited. This study uses the Best Worst Method (BWM), a robust decision-making tool, to evaluate and compare the effectiveness of online and offline learning for Bangladeshi engineering students.
Key Findings:
Eight key factors were evaluated, including cost, flexibility, learning effectiveness, and technological challenges, to determine the strengths and limitations of each learning modality. Online learning was favored for its affordability and adaptability, with cost (25.74%) and flexibility (19.38%) ranking as the highest priority criteria. In contrast, offline learning was preferred for its hands-on practicality and structured environment, where technological challenges (19.25%) and concentration (18.47%) were the most critical factors.
Analysis Approach:
The BWM simplified the decision-making process by focusing on the best and worst criteria, ensuring consistency and accuracy. Sensitivity analysis confirmed that the rankings remained robust, enhancing the reliability of the findings.
Implications:
The study provides valuable insights for designing blended learning strategies that combine the flexibility of online platforms with the immersive, practical benefits of offline learning. This approach aims to improve learning outcomes in Bangladesh and similar developing regions. By identifying the most important factors for students, the research can guide educational policy and resource allocation in a rapidly evolving educational landscape.
The study also emphasizes the importance of integrating Web3 technologies to address these challenges in the future.
