E-Learning in Developing Countries: Challenges and Opportunities Bangladesh Perspective

• Autores: Shahid Uddin Akbar
• Localización: International journal of the computer, the internet and management, ISSN 0858-7027, Vol. 13, Nº. 1 (AGO), 2005 (Ejemplar dedicado a: Suplemento 1: Proceedings of the Second International Conference on eLearning for Knowledge-Based Society), págs. 16-16
• Idioma: inglés
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• Resumen

  • ICT has become an important enabler to facilitate open education and distance learning at broader communities. eLearning ensures access to information about education, training and lifelong learning through the use of multimedia technologies. The recent growing trend of eLearning is mostly benefiting the developed countries due to some predominant facilities like infrastructure, technology, relevant content and responsive learner community. The beauty of eLearning is anyone can avail himself of the service i.e. learning/teaching aid from anywhere, as there is no geographic barrier among the learners. So, a global participation can be ensured through the system. Internet has made the process much easier and comfortable. The eLearning scenario in developing countries is still a new era for the learner communities. Due to reverse economic and social conditions of developed countries, countries like Bangladesh could not yet establish a reliable eLearning system or institution. The acceptance of such learning facilities is not yet accredited or even accepted by the local authorities in most of the times. Few initiatives like Open University and National University, in addition to the international organizations like COL, is trying to create the eLearning program as a widely accepted tool for learning for wide varieties of community. Simultaneously, the local communities of developing countries can obtain the eLearning facilities from their existing locations. But the majority of the local communities are out of the facility. There are few major issues like national strategy, connectivity, accreditation, acceptability, quality of the learning materials, and relevant contents that have to be considered for any eLearning program for Bangladesh. Simultaneously, setting priority of the learning systems, developing countries like Bangladesh are based on traditional learning mechanism and the market for eLearning has not yet become an important agenda for the governmen. to address. Another critical concern raised on the eLearning activities is the cost perspective. Learners of the developing countries have financial constraints to participate in the program which is costly for them and they have limited scopes to get the learning facilities as it relates with high tech equipment, in many cases. So, for the developing countries we need to reframe the eLearning mechanism to reach the communities.