Sophia University, Japan (Ph.D. Candidate), Begum Rokeya University, Rangpur(Bangladesh), Tokyo, Japan
Education began long before the introduction of writing materials during the evolution of man. Since then, learning has continued to develop, with many schools, from the primary to the tertiary levels, now adopting blended education. The term “blended education” refers to the combination of virtual classrooms and traditional classrooms in the implementation of classes.
This research paper focuses on assuring and enhancing the quality of blended education in Bangladesh and Japan. Moreover, it will explore the way the government needs to adopt to enhance blended learning.
Recent research indicates that many countries are adopting blended education in their education systems. However, Bangladesh has been very slow to adopt this new system. Generally, this is attributed to the existence of poverty, lack of resources, and lack of electricity in many parts of the country. Although Japan has succeeded in the implementation of blended education, it has incurred a few challenges which need to be addressed, such as disagreement between teachers, students, and parent on the importance of blended education. Poor relationships lead to poor performance and a lack of co-curricular activities. Many researchers have only defined the benefits and negatives associated with blended education. Hence, this paper will contribute some ways to improve blended education, including recommended policies that need to be put in place by the government of Bangladesh and Japan.
What needs to be implemented to improve the quality of blended education in both Bangladesh and Japan?
Blended education, also known as flipped learning, gained its fame in the early 20th century. It led to the mixed reactions between teachers, governments, students, parents, and other stakeholders in the education sector in both Bangladesh and Japan. This has led to the study of the impacts and effects of blended education. For example, Rivera (2015), Trail & Hadley, (2010), and Wilson (2010) studied the impact of blended education in different subjects but failed to provide ways to improve it so that it can be beneficial to every student. Since little or no research has been conducted on the ways to improve blended education, this study intends to focus on that topic.
The main aim of this study was to establish ways in which the quality of blended education can be improved. This research utilized a random sampling method, where 100 participants were chosen from each country (Bangladesh and Japan). The qualitative research design was implemented using a questionnaire. The results affirmed that people were not satisfied with the quality of blended education, lack of computer knowledge, blaming it on lack of funding, poor infrastructure, lack of electricity supply, poverty and lack of teacher training in Bangladesh as oppose to Japan where people are not satisfied by blended education due to lack of collaboration, disagreement between parents, government, teachers and demands students leisure activities. Respondents further suggested that the governments need to be fully engaged to ensure the above challenges are eradicated. The study concluded that blended education is beneficial to students, teachers, and the community at large. However, the governments need to play a paramount role in ensuring that all obstacles are eradicated and blended education is improved in all schools.
Keywords; Blended Education, Virtual Classroom, Traditional Classroom