Abstract—Successful implementation of e-learning is dependent on successful delivery of contents, courses and training via electronic media including the Internet, intranets, extranets, satellite broadcast, audio/video tape, radio, interactive television, and compact disk read only memory. Weaker economy and absence of adequate infrastructure facilities are main obstacles of effective e-learning practices in least developed countries. As a member of least developed countries, Bangladesh has lots of challenges regardinge-learning. This study illustrates technological, psychological, socio-cultural and economic factors that would affect successful implementation of e-learning for higher education in Bangladesh. Unwillingness to change the learning atmosphere, poor level of competency in English, lack of funds and technical resources in universities, lack of confidence to practice computer applications coupled with absence of infrastructure such as electricity and telephone lines in many parts of the country are the most difficult issues to address. A five point scale to measure computer knowledge level and another five point scale to measure the e-learning knowledge for least developed countries are used in the study. The benefits and potentials of e-learning far outweigh its challenges. The paper concludes recommending some measures to resolve these issues by cohesively working together of the government and the private sectors.
Index Terms—E-learning, Least developed countries, Tertiary level education, Bangladesh.
Cite: Khaled Mahmud, "E-learning for Tertiary Level Education in Least Developed Countries: Implementation Obstacles and Way Outs for Bangladesh," International Journal of Computer Theory and Engineering vol. 2, no. 2, pp. 150-155, 2010.
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