Studying with us is a challenging yet rewarding experience. Our flexible approach offers you a range of study options, from studying full-time with local support, to studying by distance learning, so you can combine work with your studies.

1. Page 1
Submittedfor saeed.siddik
17
Distance learning in Bangladesh
PGD 101
Prepared By :Sarmin Ether

2. 2
Content
Introduction:
As stated by Prof. Dr. M.M.A. Hashem, BdREN TST Consultant, HEQEP, UGC, "users coming from every
part of the global education and research community, R&E networking is not just about helping 'big
science.' At a local level, students in physically remote parts of North Africa and Asia gain access to a
better quality education experience over their new connections. By overcoming the barriers to
education, e-learning can provide new and life-changing opportunities for students.
For example,thankstostable videoconferencing,studentsinPalestinianuniversitiescannow enroll on
coursesand participate remotelyandinteractivelyinlecturesheldanywhereinthe world.R&E
networkinggivesthemaccesstothe besteducational opportunitieswhere travel difficultieswouldmake
it impossible forthemtoattendinperson. Distance learningalsohelpsbuildastrongerbase of skillsand
knowledge withinthe community."
Objectives,
You don’thave to put yourlife onholdto studywithus.Distance learningallowsyoutofityourstudies
aroundyour work and family life .
Importance,
How doesdistance learningwork?
As well asindependentstudy,youcan workwitha local institution thatisapprovedbythe Universityof
Londonto provide teachingsupport.Manyof these institutionsofferall the benefitsof acampus
learningenvironment.
Scope
Studyingwithusisa challengingyetrewardingexperience.Ourflexible approachoffersyouarange of
studyoptions,fromstudyingfull-timewithlocal support,tostudyingbydistance learning,soyoucan
combine workwithyourstudies.

3. 3
Do youwant to geta qualificationthatwill helpyoudeveloporchange yourcareer?Are youinterested
indelvingintoasubjectthatinspiresyou?We offerthe flexibility,the studymaterials,learningsupport
and the qualificationsthatcanhelpyou.
Background:Distance EducatorsContinued Instructorsmustbe able to create an environmentthat
will fosterdiscussionandengage studentstoactivelylearn. Implementingauthenticlearningtasks
withinthe online environmentishelpful (videos,websites). Instructorsshouldbe askingwhatvalue
each assignmentassignedwill have forthe studentsandhow itcan be appliedinreal life (Mandernach,
2009).  Educatorsmust alsobe able to establishapersonal connectionwithdistancelearningstudents 
Online instructorsmustalsobe able tocollaborate withone another,thiscanbe a difficulttaskasmany
online educatorsdonothave interactionthe wayoncampusinstructorsdo.  Teachersmustnot
overwhelmstudentswithelaboratetechnologicallyadvancedassignments(Mandernach,2009).
Description of The Topic:
You must have regular access to a computer (or mobile device*) with an internet connection to
use the University of London International Programmers website and the Student Portal. These
are where your study resources will be located.
Through the Student Portal you can register as a student, enter exams, and access your
programme’s Virtual Learning Environment (VLE). The VLE provides you with electronic
learning materials, access to the University of London Online Library, networking opportunities,
and other resources.
Computer requirements
To get the most from your studies, your computer should have at least the following minimum
specification:
 a web browser (we recommend the latest version of Firefox, Chrome or Internet
Explorer). This must accept cookies and have JavaScript enabled;
 screen resolution of 1024 x 768 or greater;
 sufficient bandwidth to download documents of at least 2 MB.
It should also have the following applications installed:
 a word processor that reads Microsoft Word format (.doc);
 Adobe, or another PDF reader.
* Full mobile access is not available for all programmers.
Your study programmed

4. 4
Some programmes have courses or modules that use additional software, such as Flash Player or
audio. Where this is the case, you will find this information on the 'Requirements' tab of our
Course pages.
In addition you may want a printer and suitable storage (or storage device) for your documents.
Details related to study:
Studying with us is a challenging yet rewarding experience. Our flexible approach offers you a
range of study options.
You can study by distance learning, which allows you to combine work with your studies.
Alternatively, you can study full-time with local teaching support.
Our study methods will give you an in-depth knowledge of your chosen subject. You will also
develop transferable skills that are highly valued by employers, such as independent thinking,
analytical skills, and strong organizational skills.
Existing Study: Enough time should be taken to ensure that the analysts understand the
functionality currently provided by the existing system(s), both manual and automated. This
should not be exhaustive, as the existing system is being replaced.
1. Objectives
• To understand how the requirements are currently being met with existing system (s).
• To document the flow, processing and use of information within the existing system (s).
• To identify the problems with the existing system(s).
• To define new requirements.
2. Responsibilities
• The Analysts conduct interviews and obtain information about the way the manual and
automated systems (within the scope of the project) currently operate.
3. Inputs
• User, operations, and procedure manuals for existing systems
• Source code listings
• Sample input forms, reports, and screen layouts
• System documentation
• Dictionary reports
Many systems will have little or no documentation. This will make the job of identifying
requirements more challenging for the Analysts and require more time from the users.
Literature Review: OpportunitiesInDistance Learning New technologiescanallow for amore
enhancedlearningenvironmentforstudents. Abilitytoreachmore a widerstudentbase,reaching

5. 5
studentswhodonot currentlyable toattendcollege. The abilitytoincrease equalityanddiversityin
the highereducationarena( Conley,2010).
Data,
Figure
1. Table
Sl. No % of Distance
Learning
Increasing Decreasing
Bangladesh 50 % Less Try to increase%
London 60% Medium Increasing rapidly
Canada 70% High Increasing highly
USA 80% High Increasing
Rapidly
UK 60% Medium Increasing rapidly
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Bangadesh London Canada USA
% of Education 3
% of Education 2
% of Education

6. 6
Discussion & Analysis: Distance LearningStrengths,Weaknesses,andFuture Applications
Distance LearningHistory  Distance learninghasbeenaroundsince the 1800s.  The ideaof distance
learningwaspioneeredbySirIssacPitman.  Englandandothernationsembraceddistance learning
programsfirst(Japan,Germany). A decade laterdistance learningcame tothe US.  In it’searlystages,
distance educationwasdone throughcorrespondence,little interactionbetweenthe learnerandthe
instructoroccurred(The Journal,99).
Distance LearningHistoryContinued In 1969 vastimprovementsinthe distancelearningprocesswere
made withthe introductionof bothwrittenandaudioteachingoptions. Televisionandradiobegan to
be usedinthe educationprocessinthe 1960s and studentswere offeredtelephonetutorsforindividual
or group teachingsessions. By the 1980s there were more than300,000 studentsinthe US enrolledin
distance learningprograms(The Journal,99).
SWOT Analysis A SWOT analysisanexaminationof strengths,weaknesses,opportunities,andthreats
(Quast,2013).  SWOT analysescanbe appliedtomanysituationswhenanindepthevaluationis
neededtomake change or improved.
SWOT AnalysisContinuedA SWOT analysisof distance learningeducationprogramscanhelpexamine
componentsof distance learningthatare positive andnegative. SWOTcan alsohelpwithprocess
improvementandthe developmentof new distance learningprogramsandopportunities.
Strengthsof Distance LearningDistance learningstrengthsare: Accessfromnearlyanywhere thathas
internetaccess. Flexibility. Allowsforindependentlearning. Abilitytoworkandattendschool at the
same time.  Abilitytoattendclasses evenwhensick. Convenience. Adaptabilityandabilitytoattend
educational intuitional inotherstatesorregions. Lesstravel.  Reducescoststo the institutionoffering
classesbecause there islessneedforoncampusspace and upkeep(Sampson, 2003; The Journal,1999).
Weaknessesof Distance LearningWeaknessesof distancelearning: Cost- distance learningiscapital
driven(virtual databases,libraries,ITproviders,programdevelopmentcosts). Laborintensive and
more time consumingforboththe teacherand the student. Limitedtechnology. Inaccessibilityto
libraryor otherlearningmaterials. Limitedstudentaccesstothe professororotherstudents. 
Potential forfraudorplagiarism. Cost of computersandother materialsforstudents. Limitedby
internetaccessandstudenttechnologyunderstanding(Sampson,2003; The Journal,1999).
Conclusion:Characteristicsof Distance Learners Distance learnersare self-directedlearners. 
Distance learnersoftenseekeducationtoincrease workstatus,getpromotionsortokeepcurrent
employment. Studentshave highlevelsself-efficacy. All of these attributesleadtoasuccessful
distance learner.

7. 7
References: References Conley,J.(2010). Distance Learning:AnEqual OpportunityEducation.
Examiner.com,Retrievedfromhttp://www.examiner.com/article/distance-learning-an-equal-
opportunity-education Estabrook,L.S.(1999). New Formsof Distance Education:Opportunitiesfor
Students,ThreatstoInstitutions.ACRLNinthNational Conference,April 8-11,retrievedfrom
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/pdf/newforms.pdf Karge,B.D.,
Phillips,K.M.,Dodson,T.J.,&McCabe, M. (2011). Effective StrategiesForEngagingAdultLearners.
Journal of College Teaching&Learning,8(12),53-56.
References Mandernach,B.J.(2009). Effectsof Instructor- PersonalizedMultimediainthe Online
Classroom.The InternationalReview of ResearchinOpenandDistance Learning,10(3).Retrievedfrom
http://www.irrodl.org/index.php/irrodl/article/view/606/1263  Merlot.org.(2014). Multimedia
Educational Resource forLearningandOnline Teaching.Retrievedfrom
http://www.merlot.org/merlot/index.htm
ReferencesQuast,L. (2013). How to ConductA Personal SWOTAnalysis.Retrievedfrom
www.forbes.com/sites/lisaquast/2013/04/15/how-to-conduct- a-personal-s-w-o-t-analysis/ Qureshi,
E., Morton, L.L.,Antosz,E. (2002). AnInterestingProfile-UniversityStudents WhoTake Distance
EducationCoursesShowWeakerMotivationThanOn-CampusStudents.Online Journal Of Distance
LearningAdministration,V(IV),retrievedfrom
http://www.westga.edu/~distance/ojdla/winter54/Quershi54.htm
References Sampson,N.(2003). MeetingThe NeedsOf Distance Learners.Language Learning&
Technology,7(3),103-118.  The Journal.(1999). The OriginsOf Distance EducationandItsUse In The
UnitedStates.The Journal:TransformingEducationThroughTechnology.Retrievedfrom
http://thejournal.com/Articles/1999/09/01/The-Origins-of-Distance-Education-and-its-use-in-the-
United- States.aspx?Page=1
http://www.londoninternational.ac.uk/distance-and-flexible-learning/how-you-
study
Last Date of Submission: March 20, 2017
Submission Mail: saeed.siddik@iit.du.ac.bd
Subject: PGD101_1738
File Name: 1738.docx