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Jayanta Fakir1
, Rumpa Mittro1, Rawkatun Nur2 and Md Karimul Alam2
1University of South Asia, Savar, Dhaka, Bangladesh
2Department of Business Administration, University of South Asia, Savar, Dhaka, Bangladesh
Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-Commercial use, reproduction and distribution of the work without further permission provided the original work is attributed.
The socio-cognitive dynamics of online learning among Bangladeshi business students are explored in this qualitative study. To better understand how private university students perceive, experience and make the most of this online learning space, we administered semi-structured interviews to them. The results show that students’ online learning experiences are impacted by personal factors (such as their experiences, perceptions and attitudes) and external factors (such as their opportunities and challenges). Students value flexibility, yet face challenges in technology, intrinsic drive and social interaction. Findings from the study highlight the need for robust technical infrastructure, professional development opportunities for teachers, and student support systems to improve the efficiency of online learning in Bangladesh.
Online learning, business education, socio-cognitive dynamics, higher education, qualitative research
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