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Online education is a relatively new phenomenon in Bangladesh. Gathering data online during the early days of the COVID-19 pandemic, this study examines the response, readiness and challenges of online education in the Bangladeshi context. Data were collected by applying qualitative approaches such as focus group discussions and in-depth interviews with purposively selected students and teachers involved in online education at two public and three private universities. The findings reveal an immediate response from some universities and late or no action from others in continuing education during the pandemic. Since teachers, students or the university administration were unprepared for such a situation, there was a shortage of or creation of initiatives, although a certain degree of success was noticed. Major challenges include the lack of appropriate technology, knowledge of technology use, teachers’ inadequate skills in operating the system and motivating students, poor Internet facilities and high Internet costs, and absence of a calm environment at students’ homes. Steps such as workshops for teacher development, improvement of technology and facilities, subsidies in Internet use, revisits to higher education and emergency education laws, and assistance from other professionals and institutions are proposed for consideration. KEY POINTS What is already known about this topic:A number of higher educational institutions (HEIs) worldwide have introduced online education, and have been continuing teaching–learning activities online from the onset of the COVID-19 pandemic.HEI teachers in developed countries have prior training and experience in conducting online education; however, several pedagogical, technical and management-related challenges have been identified.HEIs in Bangladesh do not have a specific policy regarding continuing education in an emergency. This is the first time that online education has been launched. A number of higher educational institutions (HEIs) worldwide have introduced online education, and have been continuing teaching–learning activities online from the onset of the COVID-19 pandemic. HEI teachers in developed countries have prior training and experience in conducting online education; however, several pedagogical, technical and management-related challenges have been identified. HEIs in Bangladesh do not have a specific policy regarding continuing education in an emergency. This is the first time that online education has been launched. What this study adds:This study explores how HEIs, particularly teachers, respond to continuing teaching–learning activities.It illustrates teachers’ pedagogical, technical and management-related readiness necessary for online education.This study also identifies several challenges in continuing online teaching–learning activities in Bangladesh HEIs. This study explores how HEIs, particularly teachers, respond to continuing teaching–learning activities. It illustrates teachers’ pedagogical, technical and management-related readiness necessary for online education. This study also identifies several challenges in continuing online teaching–learning activities in Bangladesh HEIs.

Response, readiness and challenges of online teaching amid COVID-19 pandemic: the case of higher education in Bangladesh