BWM analysis of online and offline learning effectiveness in Bangladesh

The shift to online learning during the COVID-19 pandemic presented significant challenges and opportunities, particularly in developing nations like Bangladesh, where digital infrastructure is limited. This study compares the effectiveness of online and offline learning for Bangladeshi engineering students using the Best Worst Method (BWM), a robust decision-making tool that simplifies the analysis by focusing on the best and worst criteria, ensuring consistency and accuracy. Eight key factors, including cost, flexibility, learning effectiveness, and technological challenges, were evaluated to identify the distinct strengths and limitations of each learning modality. The findings highlight that online learning is favored for its affordability and adaptability, with cost (25.74%) and flexibility (19.38%) emerging as the highest-priority criteria. In contrast, offline learning is valued for its hands-on practicality and structured environments, where technological challenges (19.25%) and concentration (18.47%) ranked as the most critical factors. Sensitivity analysis confirms the robustness of these rankings, reinforcing the reliability of the results. This research uniquely applies BWM to a resource-constrained educational context, addressing gaps in the literature. Its findings have broader implications for educational policy and resource allocation, providing actionable insights for designing blended learning strategies. By integrating the flexibility of online platforms with the immersive, practical benefits of offline learning, this study proposes a scalable framework for improving learning outcomes in Bangladesh and similar developing regions.