\documentclass[11pt,twoside]{article}\makeatletter \IfFileExists{xcolor.sty}% {\RequirePackage{xcolor}}% {\RequirePackage{color}} \usepackage{colortbl} \usepackage{wrapfig} \usepackage{ifxetex} \ifxetex \usepackage{fontspec} \usepackage{xunicode} \catcode`⃥=\active \def⃥{\textbackslash} \catcode`❴=\active \def❴{\{} \catcode`❵=\active \def❵{\}} \def\textJapanese{\fontspec{Noto Sans CJK JP}} \def\textChinese{\fontspec{Noto Sans CJK SC}} \def\textKorean{\fontspec{Noto Sans CJK KR}} \setmonofont{DejaVu Sans Mono} \else \IfFileExists{utf8x.def}% {\usepackage[utf8x]{inputenc} \PrerenderUnicode{–} }% {\usepackage[utf8]{inputenc}} \usepackage[english]{babel} \usepackage[T1]{fontenc} \usepackage{float} \usepackage[]{ucs} \uc@dclc{8421}{default}{\textbackslash } \uc@dclc{10100}{default}{\{} \uc@dclc{10101}{default}{\}} \uc@dclc{8491}{default}{\AA{}} \uc@dclc{8239}{default}{\,} \uc@dclc{20154}{default}{ } \uc@dclc{10148}{default}{>} \def\textschwa{\rotatebox{-90}{e}} \def\textJapanese{} \def\textChinese{} \IfFileExists{tipa.sty}{\usepackage{tipa}}{} \fi \def\exampleFont{\ttfamily\small} \DeclareTextSymbol{\textpi}{OML}{25} \usepackage{relsize} \RequirePackage{array} \def\@testpach{\@chclass \ifnum \@lastchclass=6 \@ne \@chnum \@ne \else \ifnum \@lastchclass=7 5 \else \ifnum \@lastchclass=8 \tw@ \else \ifnum \@lastchclass=9 \thr@@ \else \z@ \ifnum \@lastchclass = 10 \else \edef\@nextchar{\expandafter\string\@nextchar}% \@chnum \if \@nextchar c\z@ \else \if \@nextchar l\@ne \else \if \@nextchar r\tw@ \else \z@ \@chclass \if\@nextchar |\@ne \else \if \@nextchar !6 \else \if \@nextchar @7 \else \if \@nextchar (8 \else \if \@nextchar )9 \else 10 \@chnum \if \@nextchar m\thr@@\else \if \@nextchar p4 \else \if \@nextchar b5 \else \z@ \@chclass \z@ \@preamerr \z@ \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi} \gdef\arraybackslash{\let\\=\@arraycr} \def\@textsubscript#1{{\m@th\ensuremath{_{\mbox{\fontsize\sf@size\z@#1}}}}} \def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}} \def\abbr{} \def\corr{} \def\expan{} \def\gap{} \def\orig{} \def\reg{} \def\ref{} \def\sic{} \def\persName{}\def\name{} \def\placeName{} \def\orgName{} \def\textcal#1{{\fontspec{Lucida Calligraphy}#1}} \def\textgothic#1{{\fontspec{Lucida Blackletter}#1}} \def\textlarge#1{{\large #1}} \def\textoverbar#1{\ensuremath{\overline{#1}}} \def\textquoted#1{‘#1’} \def\textsmall#1{{\small #1}} \def\textsubscript#1{\@textsubscript{\selectfont#1}} \def\textxi{\ensuremath{\xi}} \def\titlem{\itshape} \newenvironment{biblfree}{}{\ifvmode\par\fi } \newenvironment{bibl}{}{} \newenvironment{byline}{\vskip6pt\itshape\fontsize{16pt}{18pt}\selectfont}{\par } \newenvironment{citbibl}{}{\ifvmode\par\fi } \newenvironment{docAuthor}{\ifvmode\vskip4pt\fontsize{16pt}{18pt}\selectfont\fi\itshape}{\ifvmode\par\fi } \newenvironment{docDate}{}{\ifvmode\par\fi } \newenvironment{docImprint}{\vskip 6pt}{\ifvmode\par\fi } \newenvironment{docTitle}{\vskip6pt\bfseries\fontsize{22pt}{25pt}\selectfont}{\par } \newenvironment{msHead}{\vskip 6pt}{\par} \newenvironment{msItem}{\vskip 6pt}{\par} \newenvironment{rubric}{}{} \newenvironment{titlePart}{}{\par } \newcolumntype{L}[1]{){\raggedright\arraybackslash}p{#1}} \newcolumntype{C}[1]{){\centering\arraybackslash}p{#1}} \newcolumntype{R}[1]{){\raggedleft\arraybackslash}p{#1}} \newcolumntype{P}[1]{){\arraybackslash}p{#1}} \newcolumntype{B}[1]{){\arraybackslash}b{#1}} \newcolumntype{M}[1]{){\arraybackslash}m{#1}} \definecolor{label}{gray}{0.75} \def\unusedattribute#1{\sout{\textcolor{label}{#1}}} \DeclareRobustCommand*{\xref}{\hyper@normalise\xref@} \def\xref@#1#2{\hyper@linkurl{#2}{#1}} \begingroup \catcode`\_=\active \gdef_#1{\ensuremath{\sb{\mathrm{#1}}}} \endgroup \mathcode`\_=\string"8000 \catcode`\_=12\relax \usepackage[a4paper,twoside,lmargin=1in,rmargin=1in,tmargin=1in,bmargin=1in,marginparwidth=0.75in]{geometry} \usepackage{framed} \definecolor{shadecolor}{gray}{0.95} \usepackage{longtable} \usepackage[normalem]{ulem} \usepackage{fancyvrb} \usepackage{fancyhdr} \usepackage{graphicx} \usepackage{marginnote} \renewcommand{\@cite}[1]{#1} \renewcommand*{\marginfont}{\itshape\footnotesize} \def\Gin@extensions{.pdf,.png,.jpg,.mps,.tif} \pagestyle{fancy} \usepackage[pdftitle={The Impact of COVID-19 on the Pattern of Higher Education in Bangladesh: A Study of Selected Universities to Puzzle out the Challenges}, pdfauthor={}]{hyperref} \hyperbaseurl{} \paperwidth210mm \paperheight297mm \def\@pnumwidth{1.55em} \def\@tocrmarg {2.55em} \def\@dotsep{4.5} \setcounter{tocdepth}{3} \clubpenalty=8000 \emergencystretch 3em \hbadness=4000 \hyphenpenalty=400 \pretolerance=750 \tolerance=2000 \vbadness=4000 \widowpenalty=10000 \renewcommand\section{\@startsection {section}{1}{\z@}% {-1.75ex \@plus -0.5ex \@minus -.2ex}% {0.5ex \@plus .2ex}% {\reset@font\Large\bfseries}} \renewcommand\subsection{\@startsection{subsection}{2}{\z@}% {-1.75ex\@plus -0.5ex \@minus- .2ex}% {0.5ex \@plus .2ex}% {\reset@font\Large}} \renewcommand\subsubsection{\@startsection{subsubsection}{3}{\z@}% {-1.5ex\@plus -0.35ex \@minus -.2ex}% {0.5ex \@plus .2ex}% {\reset@font\large}} \renewcommand\paragraph{\@startsection{paragraph}{4}{\z@}% {-1ex \@plus-0.35ex \@minus -0.2ex}% {0.5ex \@plus .2ex}% {\reset@font\normalsize}} \renewcommand\subparagraph{\@startsection{subparagraph}{5}{\parindent}% {1.5ex \@plus1ex \@minus .2ex}% {-1em}% {\reset@font\normalsize\bfseries}} \def\l@section#1#2{\addpenalty{\@secpenalty} \addvspace{1.0em plus 1pt} \@tempdima 1.5em \begingroup \parindent \z@ \rightskip \@pnumwidth \parfillskip -\@pnumwidth \bfseries \leavevmode #1\hfil \hbox to\@pnumwidth{\hss #2}\par \endgroup} \def\l@subsection{\@dottedtocline{2}{1.5em}{2.3em}} \def\l@subsubsection{\@dottedtocline{3}{3.8em}{3.2em}} \def\l@paragraph{\@dottedtocline{4}{7.0em}{4.1em}} \def\l@subparagraph{\@dottedtocline{5}{10em}{5em}} \@ifundefined{c@section}{\newcounter{section}}{} \@ifundefined{c@chapter}{\newcounter{chapter}}{} \newif\if@mainmatter \@mainmattertrue \def\chaptername{Chapter} \def\frontmatter{% \pagenumbering{roman} \def\thechapter{\@roman\c@chapter} \def\theHchapter{\roman{chapter}} \def\thesection{\@roman\c@section} \def\theHsection{\roman{section}} \def\@chapapp{}% } \def\mainmatter{% \cleardoublepage \def\thechapter{\@arabic\c@chapter} \setcounter{chapter}{0} \setcounter{section}{0} \pagenumbering{arabic} \setcounter{secnumdepth}{6} \def\@chapapp{\chaptername}% \def\theHchapter{\arabic{chapter}} \def\thesection{\@arabic\c@section} \def\theHsection{\arabic{section}} } \def\backmatter{% \cleardoublepage \setcounter{chapter}{0} \setcounter{section}{0} \setcounter{secnumdepth}{2} \def\@chapapp{\appendixname}% \def\thechapter{\@Alph\c@chapter} \def\theHchapter{\Alph{chapter}} \appendix } \newenvironment{bibitemlist}[1]{% \list{\@biblabel{\@arabic\c@enumiv}}% {\settowidth\labelwidth{\@biblabel{#1}}% \leftmargin\labelwidth \advance\leftmargin\labelsep \@openbib@code \usecounter{enumiv}% \let\p@enumiv\@empty \renewcommand\theenumiv{\@arabic\c@enumiv}% }% \sloppy \clubpenalty4000 \@clubpenalty \clubpenalty \widowpenalty4000% \sfcode`\.\@m}% {\def\@noitemerr {\@latex@warning{Empty `bibitemlist' environment}}% \endlist} \def\tableofcontents{\section*{\contentsname}\@starttoc{toc}} \parskip0pt \parindent1em \def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}} \newenvironment{reflist}{% \begin{raggedright}\begin{list}{} {% \setlength{\topsep}{0pt}% \setlength{\rightmargin}{0.25in}% \setlength{\itemsep}{0pt}% \setlength{\itemindent}{0pt}% \setlength{\parskip}{0pt}% \setlength{\parsep}{2pt}% \def\makelabel##1{\itshape ##1}}% } {\end{list}\end{raggedright}} \newenvironment{sansreflist}{% \begin{raggedright}\begin{list}{} {% \setlength{\topsep}{0pt}% \setlength{\rightmargin}{0.25in}% \setlength{\itemindent}{0pt}% \setlength{\parskip}{0pt}% \setlength{\itemsep}{0pt}% \setlength{\parsep}{2pt}% \def\makelabel##1{\upshape ##1}}% } {\end{list}\end{raggedright}} \newenvironment{specHead}[2]% {\vspace{20pt}\hrule\vspace{10pt}% \phantomsection\label{#1}\markright{#2}% \pdfbookmark[2]{#2}{#1}% \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}% }{} \def\TheFullDate{2021-10-15 (revised: 15 October 2021)} \def\TheID{\makeatother } \def\TheDate{2021-10-15} \title{The Impact of COVID-19 on the Pattern of Higher Education in Bangladesh: A Study of Selected Universities to Puzzle out the Challenges} \author{}\makeatletter \makeatletter \newcommand*{\cleartoleftpage}{% \clearpage \if@twoside \ifodd\c@page \hbox{}\newpage \if@twocolumn \hbox{}\newpage \fi \fi \fi } \makeatother \makeatletter \thispagestyle{empty} \markright{\@title}\markboth{\@title}{\@author} \renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@ \belowdisplayskip \abovedisplayskip \abovedisplayshortskip \z@ plus2\p@ \belowdisplayshortskip 4\p@ plus2\p@ minus2\p@ \def\@listi{\leftmargin\leftmargini \topsep 2\p@ plus1\p@ minus1\p@ \parsep 2\p@ plus\p@ minus\p@ \itemsep 1pt} } \makeatother \fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm} \fancyhf{} \setlength{\headheight}{14pt} \fancyhead[LE]{\bfseries\leftmark} \fancyhead[RO]{\bfseries\rightmark} \fancyfoot[RO]{} \fancyfoot[CO]{\thepage} \fancyfoot[LO]{\TheID} \fancyfoot[LE]{} \fancyfoot[CE]{\thepage} \fancyfoot[RE]{\TheID} \hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true} \fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}} \date{} \usepackage{authblk} \providecommand{\keywords}[1] { \footnotesize \textbf{\textit{Index terms---}} #1 } \usepackage{graphicx,xcolor} \definecolor{GJBlue}{HTML}{273B81} \definecolor{GJLightBlue}{HTML}{0A9DD9} \definecolor{GJMediumGrey}{HTML}{6D6E70} \definecolor{GJLightGrey}{HTML}{929497} \renewenvironment{abstract}{% \setlength{\parindent}{0pt}\raggedright \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt \textcolor{GJBlue}{\large\bfseries\abstractname\space} }{% \vskip8pt \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt } \usepackage[absolute,overlay]{textpos} \makeatother \usepackage{lineno} \linenumbers \begin{document} \author[1]{Md. Hasan Mia} \affil[1]{ University of Dhaka} \renewcommand\Authands{ and } \date{\small \em Received: 9 September 2021 Accepted: 5 October 2021 Published: 15 October 2021} \maketitle \begin{abstract} The COVID-19 has a drastic effect on every sphere of life. The main purpose of this paper is to analyze the impact of COVID-19 on the pattern of higher education in Bangladesh. The study tried to identify the prospects and challenges, scrutinize the impact on higher education, and sort out the digital solutions to overcome the challenges of virtual transition of the higher education system in Bangladesh based on the D& M model. In this mixed research approach, the data has been collected from WHO; UNESCO; IDCR,& 152 students of both the private and public universities of Bangladesh. \end{abstract} \keywords{COVID-19, pandemic, higher education, elearning, digitalization, bangladesh} \begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) \textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark} \end{textblock*} \begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) \textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}} \end{textblock*} \let\tabcellsep& \section[{Introduction}]{Introduction}\par he worldwide spreads of the Coronavirus have a tremendous impact on different sectors, including education, economic, political, and social life. All types of educational institutions, classes, and examinations remained closed and academic functions is suspended since {\ref March 17, 2020}, in Bangladesh (Dutta, \& Smita, 2020; Alam, 2020; \hyperref[b56]{Ramachandran, 2020)}. Still, this pandemic is on the geometric increase. COVID-19 posed challenges to Bangladesh as being an under developing country with inadequate infrastructure, funding, availing network, devices, and technical support, students' participation, hygiene, and safety measurement, training, and orientation conducting an examination, providing facilities and support, providing an atmosphere of teaching and learning ahead of all obstacles \hyperref[b3]{(Alamgir, 2020;} {\ref Kandri, 2020;}\hyperref[b16]{Christie, 2020)}. Since this pandemic seems not to be in control T overnights, we must find out alternatives to mitigate the losses.\par The impact of COVID-19 refers to the positive and negative consequences in social, economic, health, education, etc. The worldwide spread of the Coronavirus is a threat to development, posing physical and psychological stress, especially to students pursuing higher education (Jayasree et al., 2020; Islam, 2020; S. Anwar, 2020). Undoubtedly, the entire education system has been collapsed by COVID-19. There are 155 private and public universities, and under these universities, there are 117 medical and dental colleges, according to a recent report of the University Grants Commission (UGC) and Bangladesh Medical Dental Council (BMDC). Due to closure, students are away from the regular curriculum, depending on a single device for online classes (UGC, 2020). The study intended to explore and address the factors, barriers, and challenges to capitalize on the benefits and ensure a proper transition of our traditional education system to virtual platforms and digitalization. \section[{a) Research Objectives}]{a) Research Objectives}\par The primary objective of the study is to assess the impact of COVID-19 on the pattern of higher education in Bangladesh. The specific objectives are to explore the factors that emerged in the new normal period for the COVID-19 pandemic in the pattern of higher education; to assess the level of impact (positive, negative, or neutral) of each factor on the pattern of higher education in Bangladesh; to figure out the challenges imposed by COVID-19 in the new normal era; to address the ways to puzzle out the challenges associated with COVID-19. \section[{II.}]{II.} \section[{Review of Related Literature}]{Review of Related Literature}\par Researchers and academia proposed covid-19 has prolonged effects on the education system in Bangladesh, which may take several years to turn back the normal situation and start all academic activities in full swing after this new normal period \hyperref[b40]{(Uddin, 2020)}. \section[{b) The COVID-19 \& Education Downturn in Bangladesh}]{b) The COVID-19 \& Education Downturn in Bangladesh}\par The first case of COVID-19 was reported on 1 st December 2019 and hospital intake on 16 th December of the same year at Wuhan, China \hyperref[b30]{(Huang et al., 2020)}. \hyperref[b24]{Guarner et al. (2020)} argued that COVID-19 has only a 2\% mortality rate compares to SARS (9.5\%) \& MERS (35\%) pandemic. According to a report of the World Bank (2020), about 150 countries declared closure and lockdown in mid-march 2020. To stop the radical outbreak, the lockdown was proclaimed to all types of activities, including closure to educational institutions across the world. Schools, colleges, and universities are kept close to reduce contact and save lives. In the first month, COVID-19 affected 370 million learners of 195 countries for hunger, nutritional deficiencies (UNESCO, 2020; Kluge, 2020; Redden, 2020). But long prevail and spread of the coronavirus and geometric increase deaths of people including the USA, UK, Brazil, Spain, Italy, India, and Bangladesh forced the policymaker to sort out the activity other than conventional way \hyperref[b63]{(Viscusi, 2020;}\hyperref[b21]{Durrani, 2020)}. A published report of UNESCO found that all levels of education, teaching, learning, and training have been affected by COVID-19. More than 1.6 billion learners of 190 countries are directly affected by 40 million pre-school children at this disruption (UNESCO, 2020; Chaplin, 2020). More than 23.8 million students at pre-school to tertiary level may drop out at this prolonged pandemic. About 90\% of institution faces financial \& infrastructural challenges \hyperref[b67]{(Islam, 2020)}. Hence, digital platforms and online classes bridge a lifeline in students' engagement, teaching, and learning solutions but unfortunately covers less than 2\% of the 2.2 trillion higher education market. From a traditional point of view, online education is viewed as ineffective and a threat to learning {\ref (Kandri, 2020)}.\par Another report by {\ref WHO (2020 )}found that about 1.3 billion learners are not able to attend schools, colleges, and universities, whereas 63 million teachers of 165 countries are directly affected by this pandemic (Amit et al., 2020). Expert and researcher speculate that the influence p continues at the post-COVID-19 period in education and other sectors due to the community transmission of such pandemic \hyperref[b54]{(Preiser et al., 2020)}. To cope with such radical changes, the pattern of education is also required to reform with the help of emerging technology and resources available \hyperref[b9]{(Azor?n, 2020)}. However, Joyce et al. {\ref (2020)} argued that there are four reasons why information network and online education system necessary to enact meaningful changes right now, such as the physical appearance of classes is not feasible, self-isolation and quarantine to reduce the rate of transmission is required, necessary initiatives need to be taken to mitigate the losses in education, and to foster digitalization and technological advancement in all spheres. \section[{c) Education}]{c) Education}\par Transformation \&Responses of Bangladesh to COVID- \hyperref[b19]{19} All the countries across the world kept no stone unturned for adequate measures to prevent the spread of the coronavirus; Bangladesh is also following the same trend \hyperref[b58]{(Saeed et al., 2020;}\hyperref[b50]{O'Neill et al., 2018)}. After confirmation first case on 8 th March 2020, she started to take several measures such as lockdown, closure of the school, college, and universities, testing facilities, home quarantine and isolation facilities, raising awareness in all forms of media, availing amities likea mask, gloves, personal protection equipment (PPE), hand-washing, postponed the Shiekh Mujib 100th birth anniversary celebration, banned all social, cultural, political gatherings, etc. \hyperref[b58]{(Saeed et al., 2020)}. But experts speculate that the coronavirus may spread the country quite earlier.\par On 15 th March 2020, Bangladesh banned all international flights. In the next 55 days, about 661 people entered the country from abroad, and the Institute of Epidemiology, Disease Control and Research (ICR) claimed every passenger to prevent and p be continued until the pandemic is under control though a shortage of testing kids to control the spread \hyperref[b28]{(Harris, 2020;}\hyperref[b15]{Chowdhury et al., 2020)}. Universities' academic activities are transforming and arranging camps, graduation ceremonies, meetings, and ancillary activities online. Different initiative have been taken to support the teacher and students. Already financial package is declared to support impoverished students until the pandemic is under control \hyperref[b3]{(Alamgir, 2020)}. The government also started online classes, take-home assignments, and examinations to tackle the loss of the academic year and overcome the session gap. Besides, financial compensation to reduce disparity and availing devices; better network; data packages; training and development to conduct and participate in online class without interruption; addressing vulnerable groups; volunteer and other infrastructure are also provided \hyperref[b58]{(Saeed et al., 2020;} {\ref Anwar, 2020)}. \section[{d) Impacts of COVID-19 on the Education System of Bangladesh}]{d) Impacts of COVID-19 on the Education System of Bangladesh}\par Advanced and emergent digital technology has a tremendous impact on the pattern of teaching and learning. In the last two decades, the conventional teaching approaches have transformed into online, and COVID-19 has accelerated this adaptation more (Jena, 2020; \hyperref[b57]{Redden, 2020;}\hyperref[b55]{Raj et al., 2020)}.\par Bangladesh declared lockdown on 17 th March 2020, and all educational institutions remained closed. Since then, all the teaching and learning activities are conducted online using different social platforms and video conferencing platforms. Mostly used and popular online platforms are ZOOM, Microsoft platform, Google Meet, Webex Blackboard, Google classroom, WhatsApp, Facebook live stream, video conferencing, etc. to fostering E-learning (Chen, 2010; Shereen, 2020; Ramachandran, 2020; Nataliia \& Anastasiia, 2020).\par Though policymaker struggling to meet up losses by virtual meeting, online classes, and assessment but already there are session blockage, postponed public examination, indicating Bangladesh is not ready to tackle the challenges imposed by COVID-19 in new normal life with limited resource. The pattern of education is going through radical changes for the long-lasting of COVID-19 \hyperref[b29]{(Harrison, 2020)}. Social distancing, lockdown, online office activities, and virtual teaching and learning, etc., have been taken as preventive measures of COVID-19 in Bangladesh (Jayasree et al., 2020). This poses challenges to the densely populated and lower-middle-income country like Bangladesh in a great deal. Bangladesh is lagging for proper quarantine, sanitization, hygiene, healthcare, the supply of gloves, and prevention measures to mitigate the pandemic and minimizes losses \hyperref[b67]{(Islam, 2020;} {\ref Anwar, 2020)}. In this global lockdown, the pattern of the education system is crucially rebooted, with no traditional classroom and physical appearance to ensure social distance and health and hygiene codes designed by WHO during this pandemic. Research has found that the education system of more than 160 countries has come to a standstill \hyperref[b28]{(Harris, 2020)}.\par A recent study by Pravat Kumar Jena (2020) has revealed the following impact of COVID-19 on higher education worldwide such as 1. The COVID-19 destabilizes all activities in the education sector, 2. Hampered academic research \& development, 3. Adversely affected the assessment system, 4. Create uncertainty and stress to graduates reducing employment opportunities so far. According to Zimara and Linda (2020) career, financial concern, and uncertainty generates anxiety level at 74.4\%; 93.6\% somatic anxiety; and 65.4\% of students are suffering from high stress due to COVID-19.Post pandemic schools, colleges, and universities have two possible ways, such as starting in traditional and transforming to another pattern of education using online and digital platforms \hyperref[b9]{(Azor?n, 2020;}\hyperref[b27]{Hargreaves, 2020)}. According to \hyperref[b58]{Saeed et al. (2020)}, Bangladesh lags behind adequate testing and funding. Still, there isa shortage of testing kids, and no attempt has been successful in discovering coronavirus vaccine.\par A recent survey by Dr. \hyperref[b31]{Islam et al. (2020)} found that 55\% of the students do not have an internet connection to avail themselves, online classes. About 77\% show negligence in participation in online classes, 45\% don't have devices \hyperref[b67]{(Islam, 2020)}. Alarmingly this study found about 87\% of students negatively replied on the feasibility of online classes. Where job seekers and university students are going through financial, social pressure, and psychological stress need to be addressed and adjust as COVID-19 is prolonged. Moreover, a good number of students usually go abroad for higher education, but IELTS, GRE, TOEFL, G-MATT, Visa process, etc., all remained closed due to this pandemic \hyperref[b57]{(Redden, 2020;}\hyperref[b21]{Durrani, 2020)}. Eventually, the students already admitted to universities abroad are not allowed to fly to attend classes and are bound to attend class online. Thus, COVID-19 hinders higher education \hyperref[b29]{(Harrison, 2020;} {\ref Inquirer, 2020;}\hyperref[b57]{Redden, 2020)}.\par Due to the pandemic, both the students and teachers are affected directly. But most of the study focuses on the students only. Some teachers are resisting changes and having a lack of expertise to conduct online classes in this subcontinent (Amit et al., 2020). Policymaker and educationalist think providing infrastructural facilities, coordination, funding, and financial support, and training to teachers, network, and devices to ensure 100\% participation, ensuring proper accommodation, with hygiene and safety of teachers and students is a huge challenge for the developing country like Bangladesh \hyperref[b40]{(Uddin, 2020;}\hyperref[b32]{Jayasree et al., 2020)}. This problem would be more acute if COVID-19 is prolonged to next year. Corona pandemic has posed lots of challenges in education like examination, assessment, software, internet connectivity, availing devices, etc. (Raj et al., 2020). WHO proposed the Health, hygiene, and protection preventive measures such as social distancing (at least 3 feet), washing hands with sanitizer, avoiding touching nose, mouths, and eyes, keep informed health care provider, respiratory hygiene (using tissue, elbow while sneezing), having balanced and nutrients diet with regular check-up, etc. (Kluge, 2020; Ramachandran, 2020). Students get chances for an online course, workshop, and other learning opportunities. COVID accelerates the rate of a professional and non-professional online degree, which is estimated to grow 75 billion by 2025 \hyperref[b67]{( Islam, 2020)}. Moreover, recently University Grant Commission (UGC) undertakes a plan to sanction an interest-free loan of TK 20,000 for devices and the internet to increase the participation of students in classes at the university level \hyperref[b3]{(Alamgir, 2020;}\hyperref[b41]{Majed, 2020)}. Networking, teacherstudent collaboration, access resources, database, and communication in the online platform can lead to solving the problems raised by COVID-19 (Reimers, 2020; \hyperref[b14]{Chew et al., 2020)}.\par A recent study reveals that to improve and foster the teaching and to learn there must be ensured online teaching with home assessment setting, overcoming the shortcoming of online classes, reduction of external hustle during the class, providing training to teacher to make them capable for the online class and assessment properly (Amit et al., 2020). Available online resources, e-book; online teaching and learning materials; web and mobile technologies, etc., p enhance flexibility and accessibility to education (Jena, 2020).\par A study by \hyperref[b45]{Mohamed et al. (2020)} found that the main challenges creating a bar in online education are scarcer sources; lack of ICT infrastructure; lack of expert instructor and guidance; insufficient devices for the students to attend class; the teacher and students are not used to such teaching and learning approach, etc. Educationist considers it is the right time to step towards an online platform, policy, facilities, training \& online \section[{g) Models for Effective E-learning at This Pandemic}]{g) Models for Effective E-learning at This Pandemic}\par To mitigate the negative consequences of emergency in education, World Bank (2020) proposed a Cyclic Model including three steps, namely, prepare, cope \& recover. Moreover, World Bank (2020) suggest several measurements as distance learning solutions such as preparedness, distance learning, educational resources, and infrastructure, etc. remote learning includes using technological solutions, inclusion distance learning tools (such as virtual, downloadable lesson, network, mobile phone, personal computer, radio and television program) using social media to engage students (i.e. Facebook, Whats App, Zoom, etc.), availability of devices, agreement with telecoms to reduce costs, data security \& privacy, support for using a digital tool, self-regulation, communication, etc. (UNESCO, 2020; World Bank, 2020; Alon, 2020; Chen, 2016). Several online effective education models can be applied in the Bangladeshi perspective to mitigate the prolonged effects.\par Instructional Design Model for Online Learning (IDOL), proposed by Roblyer (2015), can be helpful to ensure participation, facilitates continual learning and engagement. This is derived from the ADDIE model includes three steps, namely analysis, strategy, and evaluation \hyperref[b13]{(Chen, 2016;}\hyperref[b47]{Roblyer, 2015)}. The teaching pedagogy model includes intelligent (using most appropriate technology), distributed (engaging all stakeholders), engaging (methods and approach for active participation), agile (flexibility and customization), and situated (relevant and pragmatic learning) (IDEAS) is found most effective in virtual teaching (UOC, 2020; Nataliia \& Anastasiia, 2020). \section[{h) Theoretical Framework}]{h) Theoretical Framework}\par The entire study intended to assess the level of impact of COVID-19 on the pattern of higher education. To overcome the challenges of online-based higher education, D \& M model is used. For information quality, preparedness for online education from the perspective of teacher and students; reduction ambiguity and information discrepancy; collaboration; communication, and interactive learning must be ensured. As system quality, device, network; data, and bandwidth; infrastructural and technological expertise needed to ensure. They were focusing on the satisfaction of students and users with the service quality, such as data speed, the content of the lecture, evaluation methods, and assessment required to design \hyperref[b46]{(Mohammadi, 2015)}. Some researchers criticize D \& M model and rewrite the dimension of' user satisfaction' with suggestions with several aspects such as an elearning portal and user-friendly interface to assess and evaluate the students at the online platform in a new normal period \hyperref[b52]{(Petter et al., 2013)}. \section[{i) Research Gap}]{i) Research Gap}\par To address the challenges of this pandemic and formulate strategies to overcome such challenges, it is required to properly understand such circumstances. Exploring the factors that emerged during this pandemic in higher education extends a hand to address the barriers associated with COVID-19. Assessing the degree of impact and challenges also give the edge to formulate appropriate strategies, action plan, necessary and adequate initiatives, and alternative teaching methods, etc. to overcome such challenges and minimize the long-term effects before it is too late Hence, from the perspective of Bangladesh there is no available research on the changing pattern of education due to COVID-19. This study has attempted to understand the challenges imposed by COVID-19 on higher education, radical changes in the education pattern, sort out possible ways, solutions, and alternatives for better and effective teaching and learning. Thus, this study p give a hand to the concern to set out a policy, strategy and accelerate digitalization in education. Therefore, it is expected that this study p be able to add value to puzzle out the challenges and open a diverse horizon of future research. \section[{j) Hypotheses}]{j) Hypotheses}\par H 1 : COVID-19 has a significant positive impact on the pattern of higher education.\par H 2 : COVID-19 has a significant negative impact on the pattern of higher education. \section[{k) Conceptual Framework}]{k) Conceptual Framework}\par The entire study tried to assess the positivenegative impact of COVID-19 on the pattern of higher education in Bangladesh. Besides, it also poses some challenges and opportunities. The conceptual framework below indicates how and what the study intends to find and its connection to each endeavor.\par It is tried to identify the positive and negative impact of COVI-19 on the education system, and thus, it is tried to explore the overall impact in Bangladesh. Moreover, the study also intended to explore what radical changes are going on, such as virtual transformation, digitalization, etc. Appropriate digital solutions, planning, strategy formulation, and implication can extend a hand to overcome such devastating circumstances and mitigate the loss in the education sector in Bangladesh III. \section[{Methodology of the Study}]{Methodology of the Study}\par This is applied research. The study is based on both qualitative and quantitative analysis (mixed approach). The result and relationship of the different variables are shown with the help of numbers and appropriate descriptions. The study also tries to find out the causal relationship of dependent (Changing pattern of higher education) and independent variables (positive and negative impact of COVID- \hyperref[b19]{19)}, which indicates the study as causal research. There were160,877 students of five selected universities (University of Dhaka, Jahangirnagar University, World University, Jagannath University, East-west University, BRAC University) to represent the whole students pursuing higher education at present. Some previous study to assess the impact of COVID-19 on education uses population size between 1000-2000 participants \hyperref[b31]{(Islam et al., 2020;}\hyperref[b44]{Mobasser, 2010)}. But this study was conducted on a small scale and intended to assess the degree of impact on the pattern of higher education in Bangladesh. A purposive sampling method was used in this regard. The primary data p be collected by questionnaire survey using Google form. To serve this purpose, a sample of 50 students of representative universities p be used. Since there is no budget source for such a survey and a convenient sampling method is not possible to conduct during this quarantine period, a purposive sampling method is used \hyperref[b31]{(Islam et al., 2020)}. During this pandemic, it is quite difficult to collect data from the respondents to ensure social distance and avoid hygiene and safety. Hence, the questionnaire was designed using Google Forms. Purposive sampling was designed to collect data from the respondents who seem most capable and readily available. To represent the entire population, the most renowned five undergraduate and postgraduate level, a sample of 156 (rounded up) was determined by using the following formula, but 152 response were collected since the rest four people did not send a reply on google form (Annual Report of UGC, 2019; Zikmund et al., 2013; \hyperref[b11]{Bryman, \& Bell, 2003)}. \section[{Here,}]{Here,}\par The sampling frame and sample size Universitywise are depicted in the following table with percentage and sample size used in the survey. Most of the respondents are from Dhaka University. Respondents are asked both open-ended and Likert scale (rating highly agree=5; agree=4; neutral=3; disagree=2; highly disagree=1) questions. For collecting primary data and test the Hypothesis, a questionnaire containing twenty-four \hyperref[b24]{(24)} questions was designed on a mixed approach. The first 12 questions were designed in category and ranking approach highlighting factors. In the second phase, rest 12 statements were asked on the Likert scale. The following variables were used in the questionnaire. The entire questionnaire covers the barriers, prospects, challenges, and impacts imposed by COVID-19, and Likert statements were formulated to assess the degree of impact on the pattern of higher education in Bangladesh. To assess the impact imposed by COVID-19, the following variables were used The primary data was collected from the questionnaire survey and observation from a selected sample size of 152 students of the different universities of Bangladesh. Secondary data covered already published datasets on the various journal, books, articles, and newspapers to ensure reliable, realistic, and authentic information. The secondary data was collected from the following sources:\par Quantitative data was analyzed with the help of correlation, paired-sample T-test, and multiple regression model using SPSS software. By correlation and regression analysis, it is tried to find out the degree to Pearson correlations also showed a relationship among the independent variables of the study using following the formula-?? = N 1 + N(e 2 )ð??"ð??" = ??(?????) ? (???)(???) ?[????? ?? ? (??? ?? )] [[????? ?? ? (???) ?? ]\par Here, r = correlation of co-efficient of dependent (Y= changing pattern of higher education) and independent (X= positive \& negative impact of COVID- \section[{Overview of Impact \& Changing Pattern of Education}]{Overview of Impact \& Changing Pattern of Education}\par The COVID-19 is increasing at a geometric and alarming rate. It is a matter of concern that within a few days and months, the number of affected and deaths is recorded. Due to the sudden outbreak and spread of the coronavirus, the entire activities of Bangladesh come to a standstill. \section[{a) Bangladesh in New Normal Era (COVID-19)}]{a) Bangladesh in New Normal Era (COVID-19)}\par After declaring closure on 17 th March 2020, there is no sign to open the educational institutions since the geometric increment of affected and death is in progress until last December of 2020. In April, the infected, death, and the recovered number were just 54, 6, and 26, respectively. Last December 2020, the total affected was 383,224, death 6,675, and totally recovered was 409,252 respectively. This shows how severe it has spread throughout Bangladesh, with adverse impacts all over the country. With the outbreak of COVID-19, all the academic activities come to a standstill in different educational institutions in Bangladesh. The private and public universities of Bangladesh are the only means to pursue higher studies and degrees. As the pandemic situation is lengthened at the end of 2020, it is decided to conduct all academic activities via an online platform. The conventional pattern of education is no more in use during this new normal period to endure social distance, hygiene, and safety issue. Hence, after June, all educational institutes started online class, assignment, examination, presentation, assessment, and evaluation using the different online platforms. Thus, the conventional pattern of the education system is going through radical changes and transforming into the virtual and online medium. \section[{c) Virtual Platform\& Academic Activities}]{c) Virtual Platform\& Academic Activities}\par Some of the most popular platforms mostly used and taken an active role in this transformation during this pandemic is depicted below (Dutta \& Smita, 2020; Mohamed et al., 2020)- \section[{d) COVID-19 \& the Impact on Education}]{d) COVID-19 \& the Impact on Education}\par However, a significant number do not have such digital access to education due to devices, networks, and financial crisis \hyperref[b17]{(Das, 2020)}. The internet speed in Bangladesh is 9.96 (smartphone); 24.31 (broadband) \hyperref[b40]{(Uddin, 2020)}. A recent study of MICS (2019) reveals. \section[{DIGITAL ACCESS OF STUDENTS}]{DIGITAL ACCESS OF STUDENTS}\par COVID-19 has dramatically changed the pattern of the education system as we are familiar with creating a bar on proper completion of academic activities. Virtual education requires physical settings and affordability. It has almost become impossible for students from low earning families to pursue higher education online. Other immediate and drastic changes due to the COVID-19 outbreak is depicted below-Irregular Attendance: A recent study of Bio TED on 2038 students found that most of them are unable to join online take part in online classes (77\%). Students indicated the reason for not having devices, data bundle and broadband internet, network, financial inability, etc. this problem is acute to medicate, dental and engineering students \hyperref[b31]{(Islam et al., 2020)}. \section[{Mental Inabilities \& Physical injury:}]{Mental Inabilities \& Physical injury:}\par During this lockdown, students are confined indoors involving virtual class; social networking; away from social interaction and collaboration; pressure and harassment from society and family cause stress, anxiety, depression, psychological disorder, and pressure driving them to commit suicide (Ashrafur et al., 2020). Several cases have recorded social harassment, bullying, and suicide, including students from public and private universities \hyperref[b42]{(Mamun et al., 2020)}.\par Networking Problem: The speed of the internet is very slow; we have only 7.2 Mbps. On the other hand, the internet package is very expensive to the students, and the network is not stable at all. Hence, most of the students get disconnected while attending the online class (Ashrafur et al., 2020). Social Disease Altering Academic Activities: Child marriage has increased at an alarming rate. A recent report of the Manusher Jonno Foundation (MJF) showed 462 cases of child marriage in June 2020. COVID-19 increase the level poverty and poverty-stricken family cannot afford the cost of education. As a result, child labor by 0.7\% \hyperref[b17]{(Das, 2020)}. The number of students drops out is increasing before completing their graduation V. \section[{Analysis \& Findings a) Demographic Profile of Respondents}]{Analysis \& Findings a) Demographic Profile of Respondents}\par The respondents (aged 17-27 years) are the current students of undergraduate and post-graduate programs of different private and public universities in Bangladesh. They participated in different virtual academic activities online class, presentation, assessment, and evaluation, undergoing during this pandemic. All the respondents are aged between 17-27 years. Among them, there is 57\% male, and the rest are female students with 67\% students from honors level, 31\% from Masters and rest are from MPhil students.\par Remarkably, 61\% of students have more than three months of experience of academic activities using the online platform. Most of the students are from the University of Dhaka. Besides, the study covers participants from Jahangir Nagar University, North South University, Brac University, etc., to represent the entire students involving in higher education in this pandemic. Since conventional classroom, academic performance, and using physical infrastructure is not possible to use in this pandemic, and all transform into the online platform. To conduct academic activities online, the following online platform and social media are found most popular among the students pursuing higher education in Bangladesh in this pandemic. It is found that Zoom (90\%) and google meet (49\%) are mostly used the platform to all. These digital means have made academic activities easier and within reach (Owusu-Fordjour et al., 2020; Al-Tammemi et al., 2020). \section[{b) Factors Influencing the Pattern of Education}]{b) Factors Influencing the Pattern of Education}\par To explore the factors that emerged in the new normal period for the COVID-19 pandemic in the pattern of higher education, the following factors are found most prudent from the respondents in the questionnaire survey. Prior experience of online class before quarantine: The study reveals that most of the students have prior experience of online academic activities before this pandemic. They used to take part in a conventional classroom, learning materials, teaching methods, and evaluation. However, virtual participations require no such instruments rather, and all are readily available at online sharing platforms (Google Drive, Gmail, zoom, google classroom, etc.) (Nataliia \& Anastasiia, 2020). Student Readiness: To assess the readiness of students on online academic activities, the following digital devices are available proportionately to each of them.\par Alarming findings is that in this digitalization, some students are still not availing smart phone, laptops/ PC to take part in online academic activities. The following figures indicate the nature of support students need for online smooth academic activities \hyperref[b33]{(Joshi et al., 2020)}. Unfortunately, Bangladesh does not have adequate infrastructure and information technology to tackle such challenges of the COVID-19 pandemic and run academic activities up to the mark.\par Hence, most of the students are from a middle-class families and can not afford basic requirements and devices to participate in online classes. Among the financial and infrastructural problems, the network and bandwidth, devices and other resources, and technical support are found most acute necessary for most of the students who cannot afford them immediately. During this pandemic, different universities raise funds to support the students so that they can participate in academic activities online. The following list includes the support that students get from their institutions, government, and other organization for smooth educational activities. The table shows a very small amount of students who need support get the support. Without ensuring such arrangement and assistance, not all students can be involved to serve the purpose. Student Assessment \& Evaluation: To assess and evaluate the students, the online platform is found not so effective compared to the traditional classroom. It lacks direct contact and interaction with the teachers and assessors. Hence, some students may feel difficulties submitting their exam scripts, buffering due to network problems, lack of expertise often make prey to negative evaluation and marking during the assessment and evaluation of the students. The survey also found that it is ineffective and prone to biases. Some students consider it as pure commercialization of education and available to those who can afford it (Joshi et al., 2020; Amit et al., 2020). \section[{c) The Impact on the Pattern of Higher Education}]{c) The Impact on the Pattern of Higher Education}\par To assess the level of impact (positive, negative, or of each factor on the pattern of higher education in Bangladesh. \section[{i. Academic Barriers}]{i. Academic Barriers}\par To assess the barriers and problems associated with online class, the descriptive analysis of the response of participants is showed in the following table {\ref (Joshi et} Hence, the response is evaluated on a scale of highly disagree (1); Disagree (2); Neutral (3); Agree (4), and Highly Agree \hyperref[b4]{(5)}. It is found that all the responses concentrated on a statistic mean of 3.83-4.30. Therefore, it can be decided that respondents agreed to most of the barriers and problems (negative impact) in the above table imposes by COVID-19, which hampered the academic activities, and we can reject H 1 and accept H 2. This refers to the positive impact is not up to the mark, and there is an adverse negative impact in higher education due to COVID-19. \section[{ii. Cyber Harassments \& Security Concern}]{ii. Cyber Harassments \& Security Concern}\par To identify the level of impact comparing prior COVID-19 and post COVID-19 situation, paired-samples statistics are conducted in the following table. Hence, the perceived cyber security hack was 36.8\%. With the outbreak of COVID-19, different online academic activities have been introduced, and this threat has increased by 12\%. The degree of increase according to Cohen's D value is 7.1\%. \hyperref[b33]{(Joshi et al., 2020;}\hyperref[b4]{Alon, 2020)}. On the other hand, academic hassle (AH, 18.1\%); academic effectiveness (AE, 23.1\%) is found a low correlation to the pattern of Education (PE) in this pandemic and virtual transition of education. Other variables such as education transition (ET) and virtual platform (VP) are found negatively correlated to the pattern of education. Hence, we can conclude that most of the above variables have a positive correlation to PE. \section[{ii. Regression Analysis}]{ii. Regression Analysis}\par The regression model assesses the level of impact due to COVID-19 on the pattern of higher education in Bangladesh. The following regression predicts how much the independent variables can predict the dependent variables in this estimation. The value of adjusted R 2 is 87.5\%, which refers to the selected independent variables such as academic hassle, digital transformation; global student mobility; participation rate; readiness of students; the effectiveness of assessment and evaluation online; selflearning and development; career tension; stress; Besides, the significant level is 0.00<.05 indicates the acceptability of the regression of prediction. The R 2 indicates the variation of dependent variables (PE) due to the changes of independent variables. Therefore, we can conclude that the COVID-19 has a tremendous and disastrous impact and changes the pattern of higher education to a transition in a take-home manner via virtual platforms digital technology. \section[{Moreover}]{Moreover} \section[{Conclusion}]{Conclusion}\par Undoubtedly, Coronavirus has been a curse to the world with its devastating negative consequences in all life spheres. World's giant countries, scientist, researchers, intellectuals keep no stone unturned, but still, this invisible virus is out of control and continue its catastrophe to break the backbone related to economics, social, education and personal affairs. It changes the way people are dealing with each other creating a long distance for safety, social space, and hygiene issues. It also changes the ways students are used to the academic activities in higher education. To cope with the transforming and evolving pattern of the education system is a challenge for the world. Hence, Bangladesh is far behind with the necessary weapons to face the threats. \section[{a) Recommendations}]{a) Recommendations}\par Take home education strategy: Since educational institutions are closed and academic activities are conducted online, students can be trained and enabled to gain expertise on technology to perform and involve in virtual class properly. To capitalize on the transition of the education system, it is required to increase technological literacy, training, and development initiatives need to be arranged both for the students and teacher to arrange and handle online class properly.\par Computerized evaluation \& student assessment: the evaluation and assessment of students examination, performance is still in the manual form, which may be transformed into the digitalized platform using computer software for evaluation and assessment. The evaluation and assessment system needs to be changed using Artificial Intelligence (AI) technology. Such as Flexi Quiz, Test Invite; Test Gorilla; Examsoft; Embase, etc.\par Provide resource \& infrastructure: Students are required to provide resources, funds, platform, and access to the online class. Besides infrastructural competency, it is necessary to extend support to the students who do not afford devices, networks, and mobile data to attend the classes regularly. Hence, students may be drawn under loan facilities for availing such amities on easy terms and conditions.\par Meditation and Counseling: Covid-19 forced students to be confined at home without direct interaction, communication, and collaboration with their fellows. This also has a negative impact and consequences on emotion, mental health, and psychology. Moreover, graduates are frustrated regarding a career in this devastating situation. Hence, the arrangement of medication, mentorship, and counseling can be helpful to overcome the problem. Moreover, job offers, internships, career counseling, and mentorship may heal such tension and frustration to the Graduates. Cybersecurity \& Protection: Cybersecurity and data protection mechanism needs to be improved to avoid bullying, vandalism, unauthorized access to confidential data, and information. Hence, to share resources, proper encryption, confidentiality, privacy, and security can be ensured to ensure cyber vandalism and unauthorized access. Eliminating Barriers: Formulating an action plan and strategy by eliminating the barriers imposed by COVID-19 can make this digital transition a remarkable revolution in the education system in Bangladesh. Government, educational institutions can identify the barriers in the social, family, individual, infrastructural, and technical arena and take necessary initiatives to overcome them so that students can participate in an online class and other academic activities with commitment and enthusiasm. Student loans on easy terms and conditions to avail devices, technical training, improve technical expertise can be applied to overcome such barriers and problems.\par Network, Data Pack, and Devices: due to the poor network, connectivity, and scarcity of devices, students can not be properly involved. Hence, the government can offer a data pack at a cheaper rate from students, special and promotional concessions for the online class, meetings, seminars, webinars, etc. Moreover, as a part of infrastructural development, the network of rural areas can be given priority to strengthening. \section[{b) Avenue for Future Research}]{b) Avenue for Future Research}\par COVID-19 undoubtedly has a long-term impact and negative consequences on the education system in Bangladesh. To be benefitted from such an educational transition in this new normal period, there is no alternative to gain advancement in information systems and technology. Hence, the researcher can explore the arena of how information technology, artificial\begin{figure}[htbp] \noindent\textbf{1}\includegraphics[]{image-2.png} \caption{\label{fig_0}Figure 1 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{}\includegraphics[]{image-3.png} \caption{\label{fig_1}}\end{figure} \begin{figure}[htbp] \noindent\textbf{2}\includegraphics[]{image-4.png} \caption{\label{fig_2}Figure 2 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{3}\includegraphics[]{image-5.png} \caption{\label{fig_3}H 3 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{456}\includegraphics[]{image-6.png} \caption{\label{fig_4}H 4 :H 5 : 6 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{3}\includegraphics[]{image-7.png} \caption{\label{fig_5}Figure 3 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{}\includegraphics[]{image-8.png} \caption{\label{fig_6}}\end{figure} \begin{figure}[htbp] \noindent\textbf{4}\includegraphics[]{image-9.png} \caption{\label{fig_7}Figure 4 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{}\includegraphics[]{image-10.png} \caption{\label{fig_8}}\end{figure} \begin{figure}[htbp] \noindent\textbf{5}\includegraphics[]{image-11.png} \caption{\label{fig_9}Figure 5 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{}\includegraphics[]{image-12.png} \caption{\label{fig_10}}\end{figure} \begin{figure}[htbp] \noindent\textbf{6}\includegraphics[]{image-13.png} \caption{\label{fig_11}Figure 6 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{7}\includegraphics[]{image-14.png} \caption{\label{fig_12}Figure 7 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{8}\includegraphics[]{image-15.png} \caption{\label{fig_13}Figure 8 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{9}\includegraphics[]{image-16.png} \caption{\label{fig_14}Figure 9 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{10}\includegraphics[]{image-17.png} \caption{\label{fig_15}Figure 10 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{11}\includegraphics[]{image-18.png} \caption{\label{fig_16}Figure 11 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{12}\includegraphics[]{image-19.png} \caption{\label{fig_17}Figure 12 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{}\includegraphics[]{image-20.png} \caption{\label{fig_18}}\end{figure} \begin{figure}[htbp] \noindent\textbf{13}\includegraphics[]{image-21.png} \caption{\label{fig_19}Figure 13 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{}\includegraphics[]{image-22.png} \caption{\label{fig_20}}\end{figure} \begin{figure}[htbp] \noindent\textbf{1} \par \begin{longtable}{P{0.2251439539347409\textwidth}P{0.3687140115163148\textwidth}P{0.16314779270633398\textwidth}P{0.09299424184261036\textwidth}} SL\tabcellsep \multicolumn{2}{l}{Core Barriers \& Challenges}\tabcellsep Authors\\ 1\tabcellsep \multicolumn{2}{l}{Lack of clarity and direction in the online class}\\ 2\tabcellsep \multicolumn{2}{l}{Lack of student engagement}\tabcellsep (Uddin, 2020; Jayasree\\ 3\tabcellsep Concentration break\tabcellsep \tabcellsep et al., 2020; Saeed et\\ 4\tabcellsep Lesson ambiguity\tabcellsep \tabcellsep al., 2020).\\ 5\tabcellsep Poor participations\tabcellsep \\ 6\tabcellsep \multicolumn{2}{l}{Difficulty to use the online platform}\\ 7\tabcellsep \multicolumn{2}{l}{Disconnection during the class}\\ 8\tabcellsep \multicolumn{2}{l}{Network problem, Cyber harassments \& Security concern}\tabcellsep (Joshi et al., 2020;\\ 9 10\tabcellsep \multicolumn{2}{l}{Lack of motivation \& concentration break Communication problem}\tabcellsep Uddin, 2020; Islam et al., 2020)\\ 11\tabcellsep \multicolumn{2}{l}{Physical injury (loss of eye-sight; back-pain; technostress)}\\ 12\tabcellsep \multicolumn{2}{l}{Trouble to deal and feedback to many students online}\\ \multicolumn{2}{l}{e) Prospects \& Opportunities Imposed by COVID-19}\tabcellsep \multicolumn{2}{l}{with teachers and fellow students (O'Neill et al., 2014).}\\ \multicolumn{2}{l}{Online classroom undoubtedly provides a wide}\tabcellsep \multicolumn{2}{l}{There is no alternative other than online education in this}\\ \multicolumn{2}{l}{platform within shortest time, and cost, instant feedback,}\tabcellsep \multicolumn{2}{l}{neo-normal period to mitigate the losses in the}\\ \multicolumn{2}{l}{and student commitment but physical and traditional}\tabcellsep \multicolumn{2}{l}{education sector (Khan \& Khan 2019).}\\ \multicolumn{2}{l}{methods help to clear doubts enabling direct interaction}\tabcellsep \end{longtable} \par \caption{\label{tab_0}Table 1 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{2} \par \begin{longtable}{P{0.09801801801801802\textwidth}P{0.6064864864864865\textwidth}P{0.14549549549549548\textwidth}} SL\tabcellsep Prospects \& Opportunities\tabcellsep Authors\\ 1\tabcellsep The vast scope of virtual training, development \& certificate program\tabcellsep \\ 2\tabcellsep Ubiquity\tabcellsep (Uddin, 2020;\\ 3\tabcellsep Real-time collaboration\tabcellsep Jayasree et al.,\\ 4\tabcellsep Easy resource sharing\tabcellsep 2020; Islam et al.,\\ 5\tabcellsep Low cost \& time saving\tabcellsep 2020)\\ 6\tabcellsep Foster, digitalization on a virtual platform\tabcellsep \\ 7 8\tabcellsep Foster distance learning Require less manpower, infrastructure\tabcellsep Jena et al., 2020\\ 9\tabcellsep Technological literacy \& expertise\tabcellsep \\ 10\tabcellsep Easily connect expert from home \& abroad\tabcellsep Saeed et al., 2020\\ 11\tabcellsep Blended learning and virtual transformation\tabcellsep \\ \multicolumn{2}{l}{f) Measures to Puzzle out Challenges by COVID-19}\tabcellsep \end{longtable} \par \caption{\label{tab_1}Table 2 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{3} \par \begin{longtable}{} \end{longtable} \par {\small\itshape [Note: Source: UGC, 2020]} \caption{\label{tab_2}Table 3 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{4} \par \begin{longtable}{P{0.12433510638297872\textwidth}P{0.06329787234042553\textwidth}P{0.6623670212765957\textwidth}} Dependent Variables\tabcellsep Code\tabcellsep Independent Variables\\ \tabcellsep SR\tabcellsep Student Readiness\\ \tabcellsep FD\tabcellsep Scope for Foreign Degrees\\ \tabcellsep AH\tabcellsep Academic Hessel on a virtual class\\ \tabcellsep GM\tabcellsep Global Students mobility\\ The Pattern of Higher Education (PE)\tabcellsep VP\tabcellsep Virtual Platform\& Digitalization\\ \tabcellsep CT\tabcellsep Career Tension\\ \tabcellsep ET\tabcellsep Education Transformation\\ \tabcellsep PR\tabcellsep Participation Rate\\ \tabcellsep AE\tabcellsep Academic Effectiveness\\ \tabcellsep SD\tabcellsep Self-learning \& Development\\ \tabcellsep SA\tabcellsep Stress Anxiety\\ \tabcellsep TS\tabcellsep Technical Solutions\end{longtable} \par \caption{\label{tab_3}Table 4 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{P{0.047467532467532464\textwidth}P{0.29253246753246753\textwidth}P{0.3388961038961039\textwidth}P{0.07837662337662338\textwidth}P{0.06954545454545455\textwidth}P{0.02318181818181818\textwidth}} \tabcellsep \multicolumn{2}{l}{universities are selected to design a sampling frame.}\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \multicolumn{2}{l}{For the population of 160,877 students of}\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep ???? *\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{4}{l}{n = Required Sample Size N= Total Population e 2 = Square of the maximum allowance of error is 8\% at 95\% confidence (?? ?? ? ??)???? ?? ?? ?? + (?? ?? ? ??)???? ?? ???????????? = ? ?? ?? + ?? ?? ? ??}\\ \tabcellsep \tabcellsep level.\tabcellsep \tabcellsep \tabcellsep \\ Year 2021\tabcellsep Name of Universities\tabcellsep No. of Students\tabcellsep \% of total Students\tabcellsep \multicolumn{2}{l}{Sample size}\\ \tabcellsep University of Dhaka\tabcellsep 42005\tabcellsep 26.1100\tabcellsep 39.165\tabcellsep 40\\ Volume XXI Issue VI Version I\tabcellsep Jahangirnagar University Rajshahi University North-south university Brac university Jagannath University Total\tabcellsep 20178 38494 22000 11200 27000 =1,60,877\tabcellsep 12.5425 23.9276 13.6750 6.96184 16.7830 =100\tabcellsep 18.81375 35.8914 20.5125 10.44276 25.1745 =152\tabcellsep 19 36 21 11 25 =152\\ ( ) A\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{2}{l}{Independent \& Dependent Variables}\tabcellsep \tabcellsep \\ \tabcellsep © 2021 Global Journals\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_4}}\end{figure} \begin{figure}[htbp] \noindent\textbf{6} \par \begin{longtable}{P{0.07124277456647399\textwidth}P{0.08352601156069364\textwidth}P{0.06141618497109827\textwidth}P{0.06387283236994219\textwidth}P{0.5429190751445087\textwidth}P{0.027023121387283234\textwidth}} Platforms\tabcellsep Storage capacity\tabcellsep Participants (Free/Full)\tabcellsep Pricing\tabcellsep Exclusive features\tabcellsep Whiteboard\\ Zoom\tabcellsep 1GB\tabcellsep 100-500\tabcellsep \$15-20 Month\tabcellsep Online chat; classroom; video recording; webinars; dropbox, etc.\tabcellsep Yes\\ Google Meet\tabcellsep Drive cloud\tabcellsep 100/100\tabcellsep \$6-25 Month\tabcellsep Email; chat; video \& voice conferencing; professional presentation and survey, etc. docs; sheet; spreadsheet; slides;\tabcellsep No\\ Skype\tabcellsep 30 days in Cloud\tabcellsep 50\tabcellsep \$5-25 Month\tabcellsep Individual \& group audio and video call; text etc. and file transfer; conference \& classroom,\tabcellsep No\\ Shikhai. live\tabcellsep Drive cloud\tabcellsep 100\tabcellsep Free\tabcellsep Online chat; classroom; Video-recording; webinars; sheet; spreadsheet; slides, etc.\tabcellsep No\\ Google classroom\tabcellsep Drive cloud\tabcellsep 100/100\tabcellsep Free\tabcellsep Chat; video conferencing; docs; sheet; spreadsheet; slides, etc.\tabcellsep Yes\end{longtable} \par \caption{\label{tab_6}Table 6 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{7} \par \begin{longtable}{P{0.16637010676156583\textwidth}P{0.37206405693950173\textwidth}P{0.09377224199288256\textwidth}P{0.1572953736654804\textwidth}P{0.0604982206405694\textwidth}} Profile\tabcellsep Category\tabcellsep Respondents\tabcellsep \multicolumn{2}{l}{Percentage}\\ Gender\tabcellsep Male Female\tabcellsep 87 65\tabcellsep 57\% 43\%\tabcellsep 100\%\\ \tabcellsep Honors/ Equivalent\tabcellsep \tabcellsep 67\%\tabcellsep \\ Qualification\tabcellsep Masters/\tabcellsep 47\tabcellsep 31\%\tabcellsep 100\%\\ \tabcellsep MPhil\tabcellsep 3\tabcellsep 2\%\tabcellsep \\ \tabcellsep 0-1 Months\tabcellsep 14\tabcellsep 9\%\tabcellsep \\ Online Academic Experience\tabcellsep 1-3 Months\tabcellsep 46\tabcellsep 30\%\tabcellsep 100\%\\ \tabcellsep 3-more Months\tabcellsep 92\tabcellsep 61\%\tabcellsep \\ \tabcellsep 17-22 years\tabcellsep 25\tabcellsep 16\%\tabcellsep \\ Age\tabcellsep 22-25 years\tabcellsep 119\tabcellsep 78\%\tabcellsep 100\%\\ \tabcellsep More than 25 years\tabcellsep 8\tabcellsep 6\%\tabcellsep \end{longtable} \par \caption{\label{tab_7}Table 7 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{8} \par \begin{longtable}{P{0.47883333333333333\textwidth}P{0.059500000000000004\textwidth}P{0.17566666666666667\textwidth}P{0.136\textwidth}} Available Support\tabcellsep Response\tabcellsep Percentage\tabcellsep Scenario\\ Fund/ Financial Support\tabcellsep 52\tabcellsep 14.6479\tabcellsep Poor\\ Device \& Network\tabcellsep 76\tabcellsep 21.4085\tabcellsep Moderate\\ Technical Support\tabcellsep 40\tabcellsep 11.2676\tabcellsep Poor\\ Training \& Development\tabcellsep 31\tabcellsep 08.7324\tabcellsep Poor\\ Resource Sharing (Virtual books, library)\tabcellsep 68\tabcellsep 19.1549\tabcellsep Moderate\\ Network \& Data-pack\tabcellsep 81\tabcellsep 22.8169\tabcellsep Moderate\\ Others\tabcellsep 7\tabcellsep 01.9718\tabcellsep Poor\\ Total\tabcellsep \tabcellsep 355\tabcellsep \end{longtable} \par \caption{\label{tab_8}Table 8 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{P{0.8315581854043392\textwidth}P{0.011735700197238658\textwidth}P{0.0067061143984220905\textwidth}} Prospects in higher education due to COVID-19\tabcellsep \tabcellsep \\ Vast scope of virtual training, development \& certificate\tabcellsep \tabcellsep \\ program; Ubiquity; Real-time; collaboration; Easy\tabcellsep \tabcellsep \\ resource Low cost \& time saving; Foster\tabcellsep \tabcellsep \\ digitalization on the virtual platform; Foster distance\tabcellsep \tabcellsep \\ learning; Require less manpower; Technological literacy\tabcellsep \tabcellsep \\ \& expertise; Easily connect expert from home \& abroad\tabcellsep \tabcellsep \\ using the virtual platform; Blended learning and virtual\tabcellsep \tabcellsep \\ transformation (Uddin, 2020; Jayasree et al., 2020; Islam\tabcellsep \tabcellsep \\ et al., 2020).\tabcellsep \tabcellsep \\ Satisfactory\tabcellsep Neutral\tabcellsep Poor\end{longtable} \par \caption{\label{tab_9}PERCEIVED ONLINE OF ASSESSMENT \& EVALUATION}\end{figure} \begin{figure}[htbp] \noindent\textbf{9} \par \begin{longtable}{P{0.45052219321148823\textwidth}P{0.1054177545691906\textwidth}P{0.06214099216710183\textwidth}P{0.0577023498694517\textwidth}P{0.09986945169712794\textwidth}P{0.0743472584856397\textwidth}} \tabcellsep \multicolumn{2}{l}{Descriptive Statistics}\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep N\tabcellsep Mean\tabcellsep \tabcellsep \multicolumn{2}{l}{Std. Deviation Variance}\\ Academic Barriers\tabcellsep \multicolumn{3}{l}{Statistic Statistic Std. Error}\tabcellsep Statistic\tabcellsep Statistic\\ Lack of clarity and direction\tabcellsep 152\tabcellsep 4.09\tabcellsep .098\tabcellsep 1.212\tabcellsep 1.469\\ Difficulty to use the online platform\tabcellsep 152\tabcellsep 4.08\tabcellsep .060\tabcellsep .742\tabcellsep .550\\ Lack of student engagement\tabcellsep 152\tabcellsep 3.93\tabcellsep .093\tabcellsep 1.146\tabcellsep 1.313\\ Concentration break\tabcellsep 152\tabcellsep 3.92\tabcellsep .068\tabcellsep .834\tabcellsep .696\\ Don't understand the lesson\tabcellsep 152\tabcellsep 3.93\tabcellsep .059\tabcellsep .725\tabcellsep .525\\ Poor participations\tabcellsep 152\tabcellsep 3.83\tabcellsep .096\tabcellsep 1.178\tabcellsep 1.388\\ Disconnection during the class\tabcellsep 152\tabcellsep 4.47\tabcellsep .075\tabcellsep .920\tabcellsep .847\\ Network problem\tabcellsep 152\tabcellsep 3.68\tabcellsep .086\tabcellsep 1.064\tabcellsep 1.131\\ Lack of motivation \& concentration break\tabcellsep 152\tabcellsep 3.76\tabcellsep .092\tabcellsep 1.133\tabcellsep 1.285\\ Communication problem\tabcellsep 152\tabcellsep 4.30\tabcellsep .037\tabcellsep .461\tabcellsep .212\\ Lack of expertise\tabcellsep 152\tabcellsep 4.30\tabcellsep .075\tabcellsep .921\tabcellsep .848\\ Physical injury \& amp; Techno stress\tabcellsep 152\tabcellsep 3.68\tabcellsep .093\tabcellsep 1.148\tabcellsep 1.317\\ Trouble to deal and feedback\tabcellsep 152\tabcellsep 3.91\tabcellsep .068\tabcellsep .833\tabcellsep .693\\ Valid N (List-wise)\tabcellsep 152\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ Source: Survey Data 2020\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_10}Table 9 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{10} \par \begin{longtable}{P{0.2800859598853868\textwidth}P{0.1461318051575931\textwidth}P{0.024355300859598854\textwidth}P{0.030444126074498565\textwidth}P{0.2301575931232092\textwidth}P{0.025573065902578795\textwidth}P{0.030444126074498565\textwidth}P{0.04140401146131805\textwidth}P{0.04140401146131805\textwidth}} Category\tabcellsep \multicolumn{6}{l}{Mean Start-up Current Start-up Current Mean Standard Deviation Paired Difference Standard Deviation}\tabcellsep Sig. 2 Tailed\tabcellsep Cohen's D\\ Hack\tabcellsep 0.368\tabcellsep 0.48\tabcellsep 0.484\tabcellsep 0.501\tabcellsep 0.112\tabcellsep 0.243\tabcellsep 0.48\tabcellsep 0.071\\ Data Privacy\tabcellsep 0.39\tabcellsep 0.49\tabcellsep 0.489\tabcellsep 0.530\tabcellsep 0.10\tabcellsep 0.260\tabcellsep 0.633\tabcellsep 0.158\\ Information Misuse\tabcellsep 0.38\tabcellsep 0.47\tabcellsep 0.391\tabcellsep 0.460\tabcellsep 0.09\tabcellsep 0.182\tabcellsep 0.12\tabcellsep 0.379\\ Unauthorized Access\tabcellsep 0.39\tabcellsep 0.53\tabcellsep 0.424\tabcellsep 0.521\tabcellsep 0.14\tabcellsep 0.225\tabcellsep 0.08\tabcellsep 0.431\\ Bullying \& Harassment\tabcellsep 0.34\tabcellsep 0.46\tabcellsep 0.473\tabcellsep 0.542\tabcellsep 0.12\tabcellsep 0.259\tabcellsep 0.43\tabcellsep 0.267\\ \multicolumn{4}{l}{Similarly, Cohen's D value for data privacy}\tabcellsep \multicolumn{5}{l}{increased significantly. This indicates that the transition}\\ \multicolumn{4}{l}{(15.8\%), information misuse (37.9\%); unauthorized}\tabcellsep \multicolumn{5}{l}{education system to a virtual platform such as ZOOM,}\\ \multicolumn{4}{l}{access (43.1\%); bullying and harassment (26.7\%) has}\tabcellsep \multicolumn{5}{l}{Google Meet, Skype, and other platforms poses a great}\end{longtable} \par \caption{\label{tab_11}Table 10 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{12} \par \begin{longtable}{P{0.2924242424242424\textwidth}P{0.049999999999999996\textwidth}P{0.0787878787878788\textwidth}P{0.06060606060606061\textwidth}P{0.05909090909090909\textwidth}P{0.07575757575757576\textwidth}P{0.06818181818181818\textwidth}P{0.0393939393939394\textwidth}P{0.04545454545454545\textwidth}P{0.022727272727272724\textwidth}P{0.022727272727272724\textwidth}P{0.0196969696969697\textwidth}P{0.010606060606060607\textwidth}P{0.004545454545454545\textwidth}} \tabcellsep PE\tabcellsep SR\tabcellsep FD\tabcellsep AH\tabcellsep GH\tabcellsep VP\tabcellsep CT\tabcellsep ET\tabcellsep PR\tabcellsep AE\tabcellsep SD\tabcellsep SA\tabcellsep TE\\ PE\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \multicolumn{2}{l}{SR .728**}\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \multicolumn{3}{l}{FD .922* .714**}\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ AH\tabcellsep .181\tabcellsep .156\tabcellsep .145\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ GM\tabcellsep .084\tabcellsep .053\tabcellsep -.031\tabcellsep .609\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ VP\tabcellsep -.114\tabcellsep -.083\tabcellsep -.070\tabcellsep .717\tabcellsep .721\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ CT\tabcellsep .832\tabcellsep \multicolumn{2}{l}{.602** .746**}\tabcellsep .149\tabcellsep .114\tabcellsep -.072\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ ET\tabcellsep -.129\tabcellsep -.059\tabcellsep -.083\tabcellsep .747\tabcellsep \multicolumn{2}{l}{.773** .915**}\tabcellsep -.125\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \multicolumn{2}{l}{PR .960**}\tabcellsep .725\tabcellsep .882**\tabcellsep .171\tabcellsep -.086\tabcellsep -.101\tabcellsep .855\tabcellsep -.118\tabcellsep 1\tabcellsep \tabcellsep \tabcellsep \\ AE\tabcellsep .231\tabcellsep .132\tabcellsep .239\tabcellsep .012\tabcellsep -.380\tabcellsep .114\tabcellsep .174\tabcellsep -.096\tabcellsep .171\tabcellsep 1\tabcellsep \tabcellsep \\ \multicolumn{2}{l}{SD .684**}\tabcellsep .514\tabcellsep .670\tabcellsep .093\tabcellsep -.101\tabcellsep -.152\tabcellsep .559*\tabcellsep \multicolumn{2}{l}{-.151 .655**}\tabcellsep .108\tabcellsep 1\tabcellsep \\ \multicolumn{4}{l}{SA .961** .748* .884**}\tabcellsep .168\tabcellsep -.092\tabcellsep -.154\tabcellsep .797*\tabcellsep -.105\tabcellsep .922\tabcellsep .248\tabcellsep .652**\tabcellsep 1\\ TS\tabcellsep .749\tabcellsep .956**\tabcellsep .709\tabcellsep .158\tabcellsep .019**\tabcellsep \multicolumn{3}{l}{-.097 .621** -.086}\tabcellsep .719\tabcellsep .158\tabcellsep .509\tabcellsep .769\tabcellsep 1\\ \multicolumn{6}{l}{*Correlation is significant at the 0.01 level (2-Tailed)}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \multicolumn{6}{l}{**Correlation is significant at the 0.05 level (2-Tailed)}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_12}Table 12 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{13} \par \begin{longtable}{P{0.5921978021978022\textwidth}P{0.013076923076923078\textwidth}P{0.046703296703296704\textwidth}P{0.02989010989010989\textwidth}P{0.06351648351648351\textwidth}P{0.09714285714285714\textwidth}P{0.0074725274725274725\textwidth}} \tabcellsep \tabcellsep \multicolumn{2}{l}{Model Summary}\tabcellsep \tabcellsep \tabcellsep \\ Model\tabcellsep R\tabcellsep R Square\tabcellsep Adjusted R 2\tabcellsep Std. The error of the Estimate\tabcellsep \multicolumn{2}{l}{Change Statistics Sig. of F Change F Change b}\\ 1\tabcellsep .936 a\tabcellsep .877\tabcellsep .875\tabcellsep .102\tabcellsep 489.284\tabcellsep .000\\ \multicolumn{7}{l}{a. Dependent Variable: Pattern of Education \&Predictors: (Constant), Technical Solutions, Global Students}\\ \multicolumn{7}{l}{mobility, Effectiveness, Self-learning \& Development, Academic Hessel, Career Tension, Virtual}\\ \multicolumn{7}{l}{platform, Foreign degrees, Stress and anxiety, Education transformation, Participation Rate, Student Readiness}\end{longtable} \par \caption{\label{tab_13}Table 13 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{14} \par \begin{longtable}{P{0.06763657957244655\textwidth}P{0.24631828978622328\textwidth}P{0.09691211401425179\textwidth}P{0.052494061757719715\textwidth}P{0.08176959619952494\textwidth}P{0.06763657957244655\textwidth}P{0.0898456057007126\textwidth}P{0.14738717339667456\textwidth}} \tabcellsep Model\tabcellsep \multicolumn{2}{l}{Unstandardized Coefficients B Std. Error}\tabcellsep Standardized Coefficients Beta\tabcellsep t\tabcellsep Unstandardiz ed Coefficients Sig. (P)\tabcellsep Impact\\ \tabcellsep (Constant)\tabcellsep -.039\tabcellsep .106\tabcellsep \tabcellsep -.365\tabcellsep .716\tabcellsep \\ \tabcellsep Student Readiness\tabcellsep -.123\tabcellsep .039\tabcellsep -.149\tabcellsep -3.113\tabcellsep .002\tabcellsep Significant\\ \tabcellsep Foreign Degrees\tabcellsep .186\tabcellsep .032\tabcellsep .188\tabcellsep 5.805\tabcellsep .000\tabcellsep Significant\\ \tabcellsep Academic Hessel\tabcellsep .049\tabcellsep .020\tabcellsep .055\tabcellsep 2.479\tabcellsep .014\tabcellsep Significant\\ \tabcellsep Global Students mobility\tabcellsep .028\tabcellsep .019\tabcellsep .032\tabcellsep 1.506\tabcellsep .134\tabcellsep Insignificant\\ \tabcellsep Virtual Platform\tabcellsep .141\tabcellsep .038\tabcellsep .142\tabcellsep 3.730\tabcellsep .000\tabcellsep Significant\\ 1\tabcellsep Career Tension\tabcellsep -.004\tabcellsep .024\tabcellsep -.004\tabcellsep -.154\tabcellsep .878\tabcellsep Insignificant\\ \tabcellsep Education Transformation\tabcellsep -.212\tabcellsep .042\tabcellsep -.212\tabcellsep -5.062\tabcellsep .000\tabcellsep Significant\\ \tabcellsep Participation Rate\tabcellsep .364\tabcellsep .045\tabcellsep .359\tabcellsep 8.067\tabcellsep .000\tabcellsep Significant\\ \tabcellsep Academic Effectiveness\tabcellsep .007\tabcellsep .013\tabcellsep .007\tabcellsep .507\tabcellsep .613\tabcellsep Insignificant\\ \tabcellsep Self-learning \& Development\tabcellsep .024\tabcellsep .015\tabcellsep .028\tabcellsep 1.579\tabcellsep .117\tabcellsep Insignificant\\ \tabcellsep Stress \& Anxiety\tabcellsep .451\tabcellsep .045\tabcellsep .458\tabcellsep 9.964\tabcellsep .000\tabcellsep Significant\\ \tabcellsep Technical Solutions\tabcellsep .101\tabcellsep .041\tabcellsep .121\tabcellsep 2.470\tabcellsep .015\tabcellsep Significant\\ \multicolumn{5}{l}{a. Dependent Variable: Pattern of Education @ 95\% Confident Level}\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par {\small\itshape [Note: e) Results of Hypothesis Test]} \caption{\label{tab_14}Table 14 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{15} \par \begin{longtable}{P{0.3573490032728354\textwidth}P{0.13150847961916096\textwidth}P{0.001770306456411782\textwidth}P{0.3335763165724487\textwidth}P{0.000758702767033621\textwidth}P{0.009104433204403451\textwidth}P{0.015174055340672418\textwidth}P{0.000758702767033621\textwidth}} Sl\tabcellsep \multicolumn{2}{l}{Hypotheses}\tabcellsep \tabcellsep \tabcellsep \tabcellsep Results\\ H 1\tabcellsep \multicolumn{4}{l}{COVID-19 has a significant positive impact on the pattern of higher education}\tabcellsep \multicolumn{2}{l}{Not Supported}\\ H 2\tabcellsep \multicolumn{4}{l}{COVID-19 has a significant negative impact on the pattern of higher education}\tabcellsep \tabcellsep Supported\\ H 3\tabcellsep \multicolumn{4}{l}{The positive impact changes the pattern of education significantly}\tabcellsep \multicolumn{2}{l}{Not Supported}\\ H 4\tabcellsep \multicolumn{4}{l}{The negative impact significantly changes the pattern of education}\tabcellsep \tabcellsep Supported\\ H 5\tabcellsep \multicolumn{3}{l}{Changing pattern of education reveals opportunities}\tabcellsep \tabcellsep \tabcellsep Supported\\ H 6\tabcellsep \multicolumn{4}{l}{Changing pattern of education poses cybersecurity challenges}\tabcellsep \tabcellsep Supported\\ H 7\tabcellsep \multicolumn{5}{l}{Digital solutions and the use of technology significantly helps to puzzle out the challenges imposed by COVID-19.}\tabcellsep Supported\\ \multicolumn{2}{l}{f) Results \& Findings}\tabcellsep \tabcellsep \multicolumn{4}{l}{are connected from home, which creates external}\\ \multicolumn{3}{l}{1. The academic activities and the pattern of the}\tabcellsep \multicolumn{4}{l}{disturbance and noise. This also reduces the}\\ \multicolumn{3}{l}{education system in Bangladesh are transforming}\tabcellsep \multicolumn{4}{l}{attention, involvement, and motivation towards class}\\ \multicolumn{3}{l}{into a digital platform. It also changed the habit and}\tabcellsep and lectures.\tabcellsep \tabcellsep \\ \multicolumn{3}{l}{concept of a conventional pattern of the education}\tabcellsep \multicolumn{4}{l}{9. Active participation of all students can be ensured}\\ \multicolumn{3}{l}{system other than the physical classroom and}\tabcellsep \multicolumn{4}{l}{because some of them do not have devices, poor}\\ \multicolumn{2}{l}{conventional manner.}\tabcellsep \tabcellsep \multicolumn{4}{l}{network, and data connection. Moreover, in this}\\ \multicolumn{3}{l}{2. The selected independent variables in the}\tabcellsep \multicolumn{4}{l}{lockdown, most of the students are attending class}\\ \multicolumn{3}{l}{regression model can predict 87.5\% of the impact of}\tabcellsep \multicolumn{4}{l}{from home in a rural area where network and}\\ \multicolumn{3}{l}{dependent variables (Pattern of Higher Education).}\tabcellsep \multicolumn{3}{l}{internet connection is poor.}\\ \multicolumn{3}{l}{3. The correlation indicated that selected variables are}\tabcellsep \multicolumn{4}{l}{10. More than 57\% of the students face hassle,}\\ \multicolumn{3}{l}{interlinked, and paired sample T-test determined a}\tabcellsep \multicolumn{4}{l}{ambiguity and do not understand the lesson online}\\ \multicolumn{3}{l}{significant impact and changes of the pattern of}\tabcellsep \multicolumn{4}{l}{due to low concentration, poor network, and}\\ \multicolumn{3}{l}{education during this pandemic compared to the}\tabcellsep connectivity.\tabcellsep \tabcellsep \\ \multicolumn{2}{l}{conventional physical classroom.}\tabcellsep \tabcellsep \multicolumn{4}{l}{11. Anxiety, frustration, career tension, psycho-somatic}\\ \multicolumn{3}{l}{4. About 87\% of the students at the graduate and}\tabcellsep \multicolumn{4}{l}{disorder hampers mental and emotional health}\\ \multicolumn{3}{l}{postgraduate level have prior experience of online}\tabcellsep \multicolumn{4}{l}{which leads to lack of commitment, enthusiasm, to}\\ \multicolumn{2}{l}{academic activities. They consider}\tabcellsep virtual\tabcellsep \multicolumn{4}{l}{academic activities and increase dropout, the}\\ \multicolumn{3}{l}{classrooms as an immediate solution to mitigate the}\tabcellsep \multicolumn{3}{l}{commitment to suicide, etc.}\\ \multicolumn{2}{l}{loss due to COVID-19.}\tabcellsep \tabcellsep \multicolumn{4}{l}{12. E-learning is found as a temporary solution to}\\ \multicolumn{3}{l}{5. Online activities enhance the level of expertise on}\tabcellsep \multicolumn{4}{l}{minimize loss and continue academic activities on}\\ \multicolumn{3}{l}{technical literacy, technical experience gaining,}\tabcellsep \multicolumn{4}{l}{small scale during this pandemic. Academic}\\ \multicolumn{3}{l}{which paves the way to digitalization and education}\tabcellsep \multicolumn{4}{l}{activities online are found not fruitful and ineffective}\\ \multicolumn{2}{l}{transformation.}\tabcellsep \tabcellsep \multicolumn{4}{l}{due to not having infrastructure, poor participation,}\\ \multicolumn{3}{l}{6. About 64\% of the respondents highlighted online}\tabcellsep \multicolumn{4}{l}{lack of expertise to conduct the session, the}\\ \multicolumn{2}{l}{academic activities as poor and ineffective.}\tabcellsep \tabcellsep \multicolumn{4}{l}{physical injury made it troublesome, risky, and}\\ \multicolumn{3}{l}{7. However, the participation rate is not up to the mark}\tabcellsep ineffective.\tabcellsep \tabcellsep \\ \multicolumn{3}{l}{because most of them are not ready with equipment}\tabcellsep \multicolumn{4}{l}{13. Students and Teachers are facing barriers and}\\ \multicolumn{3}{l}{and digital means (i.e., device, data pack, and}\tabcellsep \multicolumn{4}{l}{challenges like poor infrastructure, lack of prior}\\ \multicolumn{2}{l}{network).}\tabcellsep \tabcellsep experience,\tabcellsep and\tabcellsep inadequate\tabcellsep training\tabcellsep and\\ \multicolumn{3}{l}{8. It is found students are not getting a proper}\tabcellsep \multicolumn{4}{l}{development facilities to conduct such academic}\\ \multicolumn{3}{l}{environment during the class, since most of them}\tabcellsep activities.\tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_15}Table 15 :}\end{figure} \backmatter \begin{bibitemlist}{1} \bibitem[ Universal Journal of Educational Research]{b68}\label{b68} \textit{}, \textit{Universal Journal of Educational Research} 8 (8) . \bibitem[Azor?n ()]{b9}\label{b9} \textit{}, Cecilia Azor?n . COVID-19. 2020. \bibitem[Durrani ()]{b21}\label{b21} \textit{}, Anayat Durrani . 2020. Chigago: U.S News. (How U.S. Coronavirus Measures Affect International Students) \bibitem[Chen ()]{b13}\label{b13} ‘A Model for Effective Online Instructional Design’. Li-Ling Chen . \textit{Literacy Information and Computer Education Journal (LICEJ)} 2016. 6 (2) p. . \bibitem[Bisht and Jasola ()]{b55}\label{b55} ‘Acceptability and challenges of online higher education in the era of COVID-19: a study of students' perspective’. Raj Kishor Bisht , Sanjay Jasola . \textit{Asian Education and Development Studies} 2020. 4 (7) p. 23. (Ila Pant Bisht) \bibitem[Nath et al. ()]{b32}\label{b32} ‘Analyzing COVID-19 Challenges in Bangladesh’. Jayasree Nath , Abdullah Fahim Chowdhury , Amit Kumar Nath . \textit{Preprints} 2020. 4 (2) p. . \bibitem[Uddin et al. ()]{b60}\label{b60} \textit{Available at: https://data bd.co/stories/digitalization-of-the-education-systemwhy-hasnt-bangladesh-achieved-it-yet11896}, F ; Uddin , Data , Bd , Co . 2020. (Digitalization of the Education System-Why Hasn'T Bangladesh Achieved It Yet?. Accessed 15 December 2020) \bibitem[Halim ()]{b25}\label{b25} ‘Bangladesh to Add Sexual Harassment Topics to School Curriculum: As It Fights Rape’. S Halim . \textit{Journal of Risk andUncertainty} 2020. 20 (42) p. . Vanderbilt Law Research Paper \bibitem[Huang et al. ()]{b30}\label{b30} ‘Clinical features of patients infected with 2019 novel coronavirus in Wuhan’. C Huang , Y Wang , X Li , L Ren , J Zhao . \xref{http://dx.doi.org/10.1016/S0140-6736}{10.1016/S0140-6736}. \textit{China. The Lancet} 2020. 10223. 395 p. . \bibitem[Saeed and Nasrullah ()]{b58}\label{b58} \textit{COVID-19 and Bangladesh: Challenges and How to Address Them? Frontiers in Public Health}, A Saeed , M Nasrullah . 2020. 3 p. 16. \bibitem[COVID-19 Impact on Ukrainian Higher Education Nataliia Stukalo & Anastasiia Simakhova ()]{b49}\label{b49} ‘COVID-19 Impact on Ukrainian Higher Education’. \xref{http://dx.doi.org/10.13189/ujer.2020.080846}{10.13189/ujer.2020.080846}. \textit{Nataliia Stukalo \& Anastasiia Simakhova} 2020. 3678. \bibitem[Khan et al. ()]{b39}\label{b39} ‘COVID-19 infection: Origin, transmission, and characteristics of human coronaviruses’. M A Khan , S Kazmi , A Bashir , N Siddique , R Shereen . \textit{Journal of Advance Research} 2020. 24 (7) p. . \bibitem[Bryman and Bell ()]{b11}\label{b11} ‘COVID-19: a brief history and treatments in development’. A Bryman , E Bell . \textit{Business Research Methods} 2003. 2020. Oxford University Press. 31 (5) p. . University of Glasgow \bibitem[Preiser et al. ()]{b54}\label{b54} ‘COVID-19: Getting ahead of the epidemic curve by early implementation of social distancing’. W Preiser , G Van Zyl , A Dramowski . DOI:10.7196/S AM.2 020.v110i4.14720. \textit{South African Medical Journal} 2020. 2 (7) p. 13. \bibitem[Alon ()]{b4}\label{b4} \textit{Cyclic strategies to suppress COVID-19 and allow economic activity, Hamerkaz: Weizmann Institute of Science}, Uri Alon . \xref{http://dx.doi.org/10.1101/2020.0\%205.14.20102343}{10.1101/2020.0\%205.14.20102343}. 2020. p. 24. (3 rd Edition) \bibitem[Wiedermann and Von Eye ()]{b65}\label{b65} ‘Direction of effects in mediation analysis’. W Wiedermann , A Von Eye . \xref{http://dx.doi.org/20221-244.10.1037/met0000027}{20221-244.10.1037/met0000027}. \textit{Psychol. Methods} 2015. \bibitem[Shahzad et al. ()]{b7}\label{b7} ‘Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female’. Arfan Shahzad , Rohail Hassan , Adejare Yusuff Aremu , Arsalan Hussain . \xref{http://dx.doi.org/10.1007/s11135-020-01028-z}{10.1007/s11135-020-01028-z}. \url{DOI.org/10.1007/s11135-020-01028-z} \textit{Rab Nawaz Lodhi} 2020. Springer. \bibitem[Uddin ()]{b40}\label{b40} ‘Effects of the pandemic on the education sector in Bangladesh’. Mahtab Uddin . \textit{International Journal of Scientific Research} 2020. 15 (4) p. 13. \bibitem[Chowdhury ()]{b15}\label{b15} ‘Fears Grow over Bangladesh's COVID-19 Response’. T Chowdhury . \textit{International Journal of Behavioral Science} 2020. 13 (8) p. 114. \bibitem[Worldbank (2020)]{b66}\label{b66} ‘Guidance Note on Education Systems' Response to COVID19’. Worldbank . \url{http://pubdocs.worldbank.org/en/4508815852359} \textit{50757/COVID19Education-Sector-Guidance-Note-M March26.pdf}, 2020. 10 September 2020. \bibitem[Henri and Kluge ()]{b26}\label{b26} Hans Henri , P Kluge . \textit{The Novel Coronavirus (2019-nCoV)}, (Geneva) 2020. p. . \bibitem[Mobasser and Hasan Muhammad Baniamin ()]{b44}\label{b44} ‘Higher Education in Bangladesh: Status, Issues and Prospects’. Mobasser , Hasan Muhammad Baniamin . \xref{http://dx.doi.org/10.4236/ce.2020.1111165}{10.4236/ce.2020.1111165}. \textit{Pakistan Journal of Social Sciences (PJSS)} 2010. 30 (2) p. . \bibitem[Jamal et al. ()]{b0}\label{b0} ‘Higher Education in Bangladesh: Status, Issues, and Prospects’. Ahmed Jamal , Professor M R Dr , Kabir Majed . \textit{Pakistan Journal of Social Sciences (PJSS)} 2020. 30 (2) p. . \bibitem[Joshi et al. ()]{b33}\label{b33} ‘Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments’. A Joshi , M Vinay , P Bhaskar . \textit{Interactive Technology and Smart Education} 2020. 12 (4) p. 13. \bibitem[Joshi et al. ()]{b6}\label{b6} \textit{Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education}, Amit Joshi , Muddu Vinay , Preeti Bhaskar . 2020. 6 p. 34. \bibitem[Das ()]{b17}\label{b17} \textit{Impact of Covid-19 on Education}, G Das . \url{http://www.theindependentbd.com/post/250457} 2020. (Impact of Covid-19 on education | theindependentbd.com. Available at. Accessed 14 December 2020) \bibitem[Kumar ()]{b53}\label{b53} ‘Impact of Covid-19 on higher education in India’. Pravat Kumar , Jena . \textit{International Journal of Advanced Education and Research} 2020. 5 (3) p. . \bibitem[Rahman et al. ()]{b8}\label{b8} ‘Impact of COVID-19 on the Institutional Education System and its Associated Students in Bangladesh’. Ashrafur Rahman , Efta Khairul Haque Emon , Islam . \textit{Asian Journal of Education and Social Studies} 2020. 11 (2) p. . \bibitem[Alam et al. ()]{b2}\label{b2} ‘Impact of Covid-19 pandemic on global education systems’. Dilruba Alam , Shefta Khanam Ruba , Rowshan . \textit{European Journal of Business \& Management} 2020. 5 (2) p. 15. \bibitem[Kapasia et al. ()]{b35}\label{b35} \textit{Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal}, N Kapasia , P Paul , A Roy , J Saha , A Zaveri , R Mallick , B Barman , P Das , P Chouhan . \xref{http://dx.doi.org/10.46827/ejes.v7i8.3176}{10.46827/ejes.v7i8.3176}. 2020. India. \bibitem[Harrison ()]{b29}\label{b29} ‘Improving Online Tertiary Education in the Developing World Based On Changes in Perceptions Post COVID-19’. Stephen L Harrison . \textit{Swiss School of Business Research} 2020. 3 (7) p. . \bibitem[Delone and Mclean ()]{b18}\label{b18} ‘Information systems success measurement’. W H Delone , E R Mclean . \xref{http://dx.doi.org/org/10.1561/2900000005}{org/10.1561/2900000005}. \textit{Foundations and Trends in Information Systems} 2016. 2 (1) p. . \bibitem[Petter et al. ()]{b52}\label{b52} ‘Information systems success: The quest for the independent variables’. S Petter , W Delone , E R Mclean . \xref{http://dx.doi.org/10.7196/SAMJ.2020.v110i4.14720}{10.7196/SAMJ.2020.v110i4.14720}. DOI: org/10.2753 /MIS07 42-12222 90401. \textit{Journal of Management Information Systems} 2013. 29 (4) p. . \bibitem[Redden and Elizabeth ()]{b57}\label{b57} \textit{International and Study Abroad Students See Major Disruptions}, \& Redden , Elizabeth . 2020. NewYork: Inside Higher Education. \bibitem[Muhammad ()]{b47}\label{b47} \textit{Introduction to systematic instructional design for traditional, online, and blended environments}, K Muhammad . 2015. New Jersey: Pearson Education, Inc. (3rd ed) \bibitem[Mohammadi ()]{b46}\label{b46} ‘Investigating users' perspectives on E-learning: An integration of TAM and IS success model’. H Mohammadi . \xref{http://dx.doi.org/10.1016/j.chb.2014.07.044}{10.1016/j.chb.2014.07.044}. \url{DOI.org/10.1016/j.chb.2014.07.044} \textit{Computers in Human Behavior} 2015. 45 (2) p. . \bibitem[Is another education coming? Journal of Professional Capital and Community]{b10}\label{b10} ‘Is another education coming?’. \textit{Journal of Professional Capital and Community} 5 (2) p. . \bibitem[Al-Tammemi et al. ()]{b5}\label{b5} \textit{Is It Just about Physical Health? An Internet-Based Cross-Sectional Study Exploring the Psychological Impacts of COVID-19 Pandemic on University Students in Jordan Using Kessler Psychological Distress Scale}, A B Al-Tammemi , A Akour , L Alfalah . \xref{http://dx.doi.org/10.1101/2020.05.14.20102343}{10.1101/2020.05.14.20102343}. \url{https://doi.org/10.1101/2020.05.14.20102343} 2020. \bibitem[Kedraka and Kaltsidis ()]{b36}\label{b36} K Kedraka , C Kaltsidis . \textit{Effects of the Covid-19 Pandemic on University Pedagogy: Students' Experiences and Considerations}, 2020. \bibitem[Dhaka Tribune ()]{b19}\label{b19} \textit{Landlords evict students, throw away belongings amid pandemic}, Dhaka Tribune . 2020. \bibitem[Harris ()]{b28}\label{b28} ‘Leading a school during lockdown’. A Harris . \textit{International Journal of Behavioral Science} 2020. 3 (6) p. . \bibitem[Chen and Chen ()]{b12}\label{b12} \textit{Linking employees' E-learning system use to their overall job outcomes: An empirical study based on the IS success model}, Hsiu-Ju Chen , H J Chen . 2010. Elsevier. 55 p. . \bibitem[List of public & private universities (2020)]{b61}\label{b61} \textit{List of public \& private universities}, \url{http://www.ugc-universities.gov.bd/private-universities} 2020. September 2020. UGC (University Grant Commission) \bibitem[Mamun et al. ()]{b42}\label{b42} ‘Mother and son suicide pact due to COVID -19-related online learning issues in Bangladesh: An unusual case report’. M A Mamun , R M Chandrima , M D Griffiths . \textit{International Journal of Mental Health and Addiction} 2020. 6 (5) p. 22. \bibitem[Chew et al. ()]{b14}\label{b14} ‘Narrative synthesis of psychological and coping responses towards emeging infectious disease outbreaks in the general population: practical considerations for the COVID-19 pandemic’. Q Chew , K Wei , S Vasoo , H Chua , K Sim . \xref{http://dx.doi.org/10.11622/smedj.2020046}{10.11622/smedj.2020046}. \url{10.11622/smedj.2020046} \textit{Singapore. Med. J} 2020. 61 p. . \bibitem[Khan and Khan ()]{b37}\label{b37} ‘Online assessments: exploring perspectives of university students’. S Khan , R A Khan . \xref{http://dx.doi.org/10.46827/ejes.v7i8.3176.37}{10.46827/ejes.v7i8.3176.37}. \textit{Education and Information Technologies} 2019. 7 (1) p. . (European Journal of Education Studies) \bibitem[Islam et al. ()]{b31}\label{b31} \textit{Online classes for university students in Bangladesh during the Covid-19 pandemic-is it feasible}, D Islam , K Tanvir , D M Amin , M Salman . \url{https://tbsnews.net/thoughts/online-classes-university-studentsbangladesh-during-covid-19-pandemic-itfeasible-87454} 2020. (Accessed 12 October 2020) \bibitem[Dr. Muhammad Sougatul Islam. (ed.) ()]{b20}\label{b20} \textit{Online classes for university students in Bangladesh during the Covid-19 pandemic-is it feasible?}, Dr. Muhammad Sougatul Islam. (ed.) 2020. Dhaka: BioTED. \bibitem[Majed ()]{b41}\label{b41} ‘Online Education: Bangladesh Perspective, Challenges and Way Forward’. K Majed . \textit{International Journal of Business \& Management} 2020. 13 (7) p. 11. \bibitem[Lau et al. ()]{b34}\label{b34} \textit{P the coronavirus make online education go viral}, Joyce Lau , Bin Yang Rudrani , Dasgupta . \url{https://www.timeshighereducation.com/features/p-coronavirus-make-online-education-go-viral} 2020. (Accessed 14 October 2020) \bibitem[Foyez et al. ()]{b23}\label{b23} \textit{Pandemic of 2020: A Framework to Guide an Education Response to the COVID-19}, M Foyez , A Schleicher , Reimers . 2020. Paris: OECD. \bibitem[Policy Brief: Education During COVID-19 & Beyond UNESCO (2020)]{b62}\label{b62} ‘Policy Brief: Education During COVID-19 \& Beyond’. \url{https://www.un.org/development/desa/dspd/wpcontent/uploads/sites/22/2020/08/sg\textunderscore policybrief\textunderscore covid19\textunderscore and\textunderscore education\textunderscore august\textunderscore 2020.pdf} \textit{UNESCO} 2020. 10 september 2020. \bibitem[Viscusi ()]{b63}\label{b63} ‘Pricing the Global Health Risks of the COVID-19 Pandemic’. W K Viscusi . \textit{Journal of Risk and Uncertainty} 2020. 20 (42) p. . Vanderbilt Law Research Paper \bibitem[Murray et al. ()]{b48}\label{b48} ‘The behavioral immune system: Implications for social cognition, social interaction, and social influence’. D R Murray , A Bangerter , M Schaller . \textit{International Journal of medical research} 2015. 12 (3) p. 36. \bibitem[Ramachandran ()]{b56}\label{b56} ‘The COVID-19 Catastrophe in Bangladesh’. Sudha Ramachandran . \textit{International Journal of Education Research} 2020. 7 (2) p. 56. \bibitem[Ahorsu et al. ()]{b1}\label{b1} ‘The Fear of COVID-19 scale: development and initial validation’. D K Ahorsu , C Y Lin , V Imani , M Saffari , M D Griffiths , A H Pakpour . \xref{http://dx.doi.org/10.1007/s11469-020}{10.1007/s11469-020}. \textit{Int. J. Ment. Health Addict} 2020. \bibitem[Mohamed et al. ()]{b45}\label{b45} ‘The Impact of Coronavirus (COVID-19) on Higher Education Case Study Private Universities in Mogadishu’. M H Mohamed , S A Ahmed , A M Hussein , A S A Ahmed , I I Mohamed , A M Sheikh . \xref{http://dx.doi.org/10.4236/ce.2020.1111165}{10.4236/ce.2020.1111165}. \textit{Somalia. Creative Education} 2020. 11 (1) p. . \bibitem[Christie ()]{b16}\label{b16} ‘The Impact of Coronavirus on Education’. Taylor Christie . \textit{Prospects \& Challaenges. Journal of Social Science} 2020. 3 (2) p. . \bibitem[Li et al. ()]{b59}\label{b59} ‘The Impact of COVID-19 Epidemic Declaration on Psychological Consequences: A Study on Active Weibo Users’. Sijia Li , Yilin Wang , Jia Xue , Nan Zhao , Tingshao Zhu . \textit{International Journal of environment \& Public Health} 2020. 17 (16) p. . \bibitem[Islam ()]{b67}\label{b67} ‘The impact of COVID-19 is driving a long-overdue revolution in education’. Yash Nitin Divadkar Islam . \textit{International Journal of Mangement} 2020. 12 (2) p. 23. \bibitem[Owusu-Fordjour et al. ()]{b51}\label{b51} ‘The Impact of Covid-19 on Learning-The Perspective of the Ghanaian Student’. C Owusu-Fordjour , C K Koomson , D Hanson . \textit{European Journal of Education Studies} 2020. 7 p. . \bibitem[Dutta and Smita ()]{b22}\label{b22} ‘The Impact of COVID-19 Pandemic on Tertiary Education in Bangladesh: Students' Perspectives’. S Dutta , M K Smita . \xref{http://dx.doi.org/10.1093/ajcp/aqaa029}{10.1093/ajcp/aqaa029}. \textit{Open Journal of Social Sciences} 2020. 8 p. . \bibitem[Guarner ()]{b24}\label{b24} ‘Three emerging coronaviruses in two decades: The story of SARS, MERS, and now COVID-19’. J Guarner . \xref{http://dx.doi.org/10.1093/ajcp/aqaa029}{10.1093/ajcp/aqaa029}. \url{DOI:/10.1093/ajcp/aqaa029} \textit{American Journal of Clinical Pathology} 2020. 153 (4) p. . \bibitem[Mccoole et al. ()]{b43}\label{b43} ‘Transitioning during COVID-19: Student Perspectives’. M Mccoole , N Boggiano , O Lattanzi . \textit{Interactive Qualifying Projects} 2020. 14 (1) p. 37. \bibitem[Huang (2020)]{b38}\label{b38} \textit{Trump's travel ban means I'm stuck in China while my school reopens}, Lavender Huang . \url{https://www.inquirer.com/opinion/commentary/f-1-visa-travelban-international-students-coronavirus-covid-202000806.html} 2020. Accessed13 September 2020. \bibitem[Alamgir and Mohiuddin ()]{b3}\label{b3} \textit{UGC seeks govt loan, free internet facilities for university students}, A Alamgir , H Mohiuddin . 2020. Dhaka: The Daily Observer. \bibitem[Hargreaves ()]{b27}\label{b27} \textit{What's next for schools after coronavirus? Here are 5 big issues and opportunities}, A Hargreaves . \url{https://theconversation.com/whats-next-for-schools-after-coronavirushttps://theconversation.com/whats-next-for-schools-after-coronavirus} 2020. (Accessed 12 October2020) \bibitem[O'neill and Sai ()]{b50}\label{b50} \textit{Why not? Examining college students' reasons for avoiding an online course}, D K O'neill , T H Sai . \xref{http://dx.doi.org/10.1007/s10734-013-9663-3}{10.1007/s10734-013-9663-3}. 2018. 68 p. . \bibitem[World Health Organization (2020)]{b64}\label{b64} \textit{World Health Organization}, \url{https://www.euro.who.int/en/healthtopics/health-emergencies/coronavirus-covid-19/news/news/2020/3/who-announces-covid-19-outbreak-a-pandemic} 2020. September 2020. \end{bibitemlist} \end{document}