N/A

1. Final Year Defense
Presented by Supervised by
BLC Management during
Covid Pandemic
Md. Ruhul Amin
ID: 203-17-432
Abdus Sattar
Assistant Professor
Department of Computer Science
and Engineering
Daffodil International University
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2. Final Year Defense
Contents
• Introduction
• Motivation
• Objective
• Related Work
• Explanation of the steps
• Result
• Limitations
• Conclusion and future work
• References
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3. Final Year Defense
Introduction
• Our world is experiencing a deadly virus, called COVID-19.
• E learning is also known as distance learning and the future world will be the e-
learning world.
• In Bangladesh, many private universities take the decision to continue their
educational activities
• On the online platform as Zoom, Google classroom, and many more.
• DIU Blended Learning System.
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4. Final Year Defense
Motivation
• Blended Learning Center (BLC) is an amazing Platform in Bangladesh.
• Blended Learning Center (BLC) and Covid-19 in Bangladesh.
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5. Final Year Defense
Objective
The objectives of this thesis are
• To inform other how BLC taking great part in education system in Bangladesh
During Covid-19.
• To do survey about this portal with faculty and students.
• To check the survey and find the outcome about BLC.
• To make this system more better for future.
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6. Final Year Defense
Related Work
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• The University of Central Florida as a model for evaluating blended learning, and
research gathered over sixteen years shows that with proper support and design,
blended learning can result in good institutional transformation.
• Sofie Bitter also analyzed a blended learning system called e- tutors e-learning
system.

7. Final Year Defense
Explanation of the steps
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Two brief survey
DIU faculty members
DIU students
Class Response
Online v/s classroom
teaching mode
Student factors in
online classes
Personal factors in
online teaching

8. Final Year Defense
Result
• Teachers' perspectives on online classes
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Table 1: Personal factors in online teaching
1. Lack of computer skills makes it difficult for me to use the online
teaching method effectively.
Agree 77.8%
Disagree 22.2%
2. There is lack of work satisfaction while taking online classes.
Agree 100%
Disagree 0%
3. Online classes make me conscious about my teaching skills.
Agree 77.8%
Disagree 22.2%
4. I feel lack of motivation to take online classes.
Agree 56.6%
Disagree 44.4%
5. I get easily distracted during online classes.
Agree 44.4%
Disagree 56.6%
6. Online classes trigger anxiety in me.
Agree 56.6%
Disagree 44.4%
7. I feel my skills as a teacher has improved through online teaching
method.
Agree 66.7%
Disagree 33.3%
8. I am finding it difficult to adapt to the online teaching mode.
Agree 22.2%
Disagree 77.8%
9. Online teaching has boosted my confidence as a teacher.
Agree 66.7%
Disagree 33.3%

9. Final Year Defense
Result Cont.
Table 2: Student factors in online classes
1. Students do not take online classes seriously.
Agree 100%
Disagree 0%
2. Students make lot more excuse for not attending online classes
and the reliability of it cannot be assessed.
Agree 100%
Disagree 0%
3. Students show lack of interest and involvement during online
classes.
Agree 100%
Disagree 0%
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10. Final Year Defense
Result Cont.
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• Students perception about BLC online classes
Table 1: Online v/s classroom teaching mode
1. Online classes are more effective than classroom mode.
Agree 36.8%
Disagree 63.2%
2. Online classes are more convenient than classroom method.
Agree 48.1%
Disagree 51.9%
3. There is lack of teacher student interaction in online classes.
Agree 69.2%
Disagree 30.8%
4. It is difficult to engage in online classes.
Agree 65.4%
Disagree 34.6%
5. Online classes are fun and interactive than classroom method.
Agree 33.1%
Disagree 66.9%
6. Teacher- students disconnect is felt low in online classes compared to classroom method.
Agree 74.4%
Disagree 25.6%
7. Online classes are not safe and secure method.
Agree 41.4%
Disagree 58.6%
8. Difficult to keep classes for longer duration during online classes.
Agree 85.7%
Disagree 14.3%
9. It is difficult to control group interaction during online classes.
Agree 69.2%
Disagree 30.8%
10. Online classes help me to use innovative teaching methods.
Agree 66.9%
Disagree 33.1%
11. Technical issues effect the flow and pace of online classes.
Agree 92.5%
Disagree 7.5%

11. Final Year Defense
Result Cont.
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Table 2: Class Response
1. How is your weekly class discussion organized in Blended
Learning Center (BLC)?
Excellent 44.4%
Good 48.9%
Fair 6.8%
2. How is your online weekly class discussion material provided in
BLC?
Excellent 45.9%
Good 59.6%
Fair 4.5%
3. How is your online weekly class interaction in BLC?
Excellent 36.1%
Good 56.4%
Fair 7.5%
4. Teacher spends discussion time online using Google meet or
other platform.
Excellent 51.1%
Good 43.6%
Fair 5.3%
5. Teacher make discussion in online interesting.
Excellent 39.8%
Good 47.4%
Fair 12.8%
6. Teacher inspires for additional learning in online.
Excellent 43.6%
Good 44.4%
Fair 12%

12. Final Year Defense
Result Cont.
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Figure: Response Pie Chart for Each Question

13. Final Year Defense
Limitations
• The sample selection.
• This survey was conducted in Google from in online.
• Data sampling was too short.
• Limited time is actually a limitation for this survey.
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14. Final Year Defense
Conclusion & future works
DIU authority completely took decision instantly according to the situation.
Sometimes, some decision goes wrong as the decision maker might have some
limitations regarding knowledge or skills. Along with other tools of academic activities,
DIU also developed SmatEdu for administrative activities as well. The flexibility DIU
had already put in during COVID-19 laid a strong foundation for changing academic
conditions and best supporting teachers. DIU had set a model by spending enormous
amount of time and energy.
Blended education ideally integrates classroom and online approaches to teaching and
learning, providing teachers with greater freedom and students with a more enriching
experience. In future, it will be great if the limitations can be reducing. Want to increase
sampling data, as sampling data was too short to justify the answer.
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15. Final Year Defense
References
1. Thomas, J. (2020) A Short Note on Covid 19. Imedpub Journals. 16 (5: 4) Doi:10.3823/1449.
2. Cdn.who.int. 2021. [online] Available at: <https://cdn.who.int/media/docs/default-
source/searo/bangladesh/covid-19-who-bangladesh-situation-reports/who_covid-19-
update_72_20210712.pdf?sfvrsn=e3f11535_11> [Accessed 17 August 2021].
3. L. S. Hansen and O. Hansen, “From E-learning to Blended Learning,” International Journal of Emerging
Technologies in Learning, 2013.
4. B. Song and J. Gao, “An e-Learning System Based on EGL and Web 2.0,” Advances in Intelligent Systems
& Computing, vol. 7, 2015.
5. Y. Zhang, Y. Peng, and L. He, “A New Blended E-Learning Model Combining Traditional Education and
the Framework Design,” in International Conference on Internet Technology and Applications, 2011, pp. 1-
4.
6. B. Wang, “The Research of Network Evaluation of Independent College Students,” Science & Technology
Information, 2013.
7. A. Ezen-Can, K. E. Boyer, S. Kellogg, and S. Booth, “Unsupervised modeling for understanding MOOC
discussion forums: a learning analytics approach,” in International Conference, 2015, pp. 146-150.
8. S. A. Becker, A. Freeman, C. G. Hall, M. Cummins, and B. Yuhnke, “NMC/CoSN Horizon Report: 2016
K-12 Edition,” 2016.
9. G. Siemens, “The Journal of Learning Analytics: Supporting and Promoting Learning Analytics Research,”
Journal of Learning Analytics, vol. 1, pp. 3-5, 2014.
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