Attitude of university students on online teaching under corona virus pandemic situation in Pakistan
Keywords:COVID-19, education, Education in Pakistan, learning approach, students learning approach, classroom, online classes, traditional teaching, online teaching, e-learning
The COVID-19 has resulted in schools, colleges and universities shut all across the world. As a result; education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms. This research study examines the attitudes of university students towards online teaching under corona virus pandemic situation in Pakistan. A cross sectional study design was used on 400 (Male=195, Female=205) university students. A convenient sampling technique was used to draw the sample from different universities in the province of Punjab, Pakistan. An online survey was conducted to collect the data. Descriptive statistics were calculated out to measure the distribution of attitude of study participants. Frequency and percentages were estimated to assess the attitude towards online mode of learning, and opinion on educational decisions, and problems related to study due to lockdown. All analyses were performed using the SPSS-V20. The results of study highlighted that a large majority of student (83.9 percent) preferred face-to-face classroom teaching method. This study concluded that in Pakistan, despite picking up gigantic ubiquity nowadays, virtual education has still not been grasped by students. Students are still more in the favour of face-to-face classroom teaching.
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152-153. https://dx.doi.org/10.3163%2F1536-5050.103.3.010 DOI: https://doi.org/10.3163/1536-5050.103.3.010
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: students' perspectives. Online Submission, 2(1), 45-51. https://doi.org/10.33902/JPSP. 2020261309 DOI: https://doi.org/10.33902/JPSP.2020261309
Allen, I. E., & Seaman, J. (2008). Staying the course: online education in the United States, 2008: ERIC. https://files.eric.ed.gov/fulltext/ED529698.pdf
Aslam. T., Rizvi, S. M. A. S., & Ahmad, J. (2020). Virtual learning strategies during Covid-19: a case study of the University of Lahore, Pakistan. Liberal Arts and Social Sciences International Journal (LASSIJ), 4(2), 427-440. https://doi.org/10.47264/idea.lassij/4.2.33 DOI: https://doi.org/10.47264/idea.lassij/4.2.33
Bulman, G., & Fairlie, R. W. (2016). Technology and education: computers, software, and the internet. Handbook of the Economics of Education 5, 239-280. https://doi.org/10.1016/B978-0-444-63459-7.00005-1 DOI: https://doi.org/10.1016/B978-0-444-63459-7.00005-1
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: the impact of COVID-19 on education. VoxEu. https://voxeu.org/article/impact-covid-19-education
Cojocariu, V. M., & Boghian, I. (2014). Teaching the relevance of game-based learning to preschool and primary teachers. Procedia-Social and Behavioural Sciences, 142, 640-646. https://doi.org/10.1016/j.sbspro.2014.07.679 DOI: https://doi.org/10.1016/j.sbspro.2014.07.679
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., . . . Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. http://dx.doi.org/10.37074/jalt.2020.3.1.7 DOI: https://doi.org/10.37074/jalt.2020.3.1.7
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018 DOI: https://doi.org/10.1177/0047239520934018
Flack, C. B., Walker, L., Bickerstaff, A., & Margetts, C. (2020, July). Socioeconomic disparities in Australian schooling during the COVID-19 pandemic. Pivot Professional Learning. 1-36. https://pivotpl.com/wp-content/uploads/2020/07/Pivot_Socioeconomic-disparities-in-Australian-schooling-during-COVID-19_1July2020.pdf
Hoq, M. Z. (2020). E-learning during the period of pandemic (COVID-19) in the Kingdom of Saudi Arabia: an empirical study. American Journal of Educational Research, 8(7), 457-464. http://article.scieducationalresearch.com/pdf/education-8-7-2.pdf
James, R., Bexley, E., Anderson, A., Devlin, M., Garnett, R., Marginson, S., & Maxwell, L. (2008). Participation and equity: a review of the participation in higher education of people from low socioeconomic backgrounds and Indigenous people (Doctoral dissertation, University of Melbourne. Centre for the Study of Higher Education). http://hdl.voced.edu.au/10707/31488.
Kumar, P. (2020). Reference based study on impact of Covid-19 on education systems. https://core.ac.uk/download/pdf/327105065.pdf
Maddux, C., Sprague, D., Ferdig, R., & Albion, P. (2007). Online education: issues and research questions. Journal of Technology and Teacher Education, 15(2), 157-166. https://www.learntechlib.org/primary/p/24317/.
McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distributed Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605 DOI: https://doi.org/10.19173/irrodl.v10i3.605
McDonnell, J. W. (2019). Maine’s workforce challenges in an age of artificial intelligence. Maine Policy Review, 28(1), 11-16. https://digitalcommons.library.umaine.edu/cgi/viewcontent.cgi?article=1825&context=mpr DOI: https://doi.org/10.53558/REUA8661
Nguyen, T. (2015). The effectiveness of online learning: beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309-319. https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
Ni, A. Y. (2013). Comparing the effectiveness of classroom and online learning: teaching research methods. Journal of Public Affairs Education, 19(2), 199-215. https://doi.org/10.1080/15236803.2013.12001730 DOI: https://doi.org/10.1080/15236803.2013.12001730
Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., Agha, R. (2020). The socio-economic implications of the coronavirus pandemic (COVID-19): a review. International Journal of Surgery 83, 189-191. https://doi.org/10.1016/j.ijsu.2020.04.018 DOI: https://doi.org/10.1016/j.ijsu.2020.04.018
Pace, C., Pettit, S. K., & Barker, K. S. (2020). Best practices in middle level quaranteaching: strategies, tips, and resources amidst COVID-19. Becoming: Journal of the Georgia Association for Middle Level Education, 31(1), 1-13. https://doi.org/10.20429/becoming.2020.310102 DOI: https://doi.org/10.20429/becoming.2020.310102
Pandey, D. K. (2020). Covid-19 lockdown: an opportunity to explore new frontiers for online-training. Electronic Journal of Social and Strategic Studies 1(1), 53-66. https://doi.org/10.47362/EJSSS.2020.1104 DOI: https://doi.org/10.47362/EJSSS.2020.1104
Salam, S., Jianqiu, Z., Pathan, Z. H., & Lei, W. (2017, December). Strategic barriers in the effective integration of ICT in the public schools of Pakistan. In Proceedings of the 2017 International Conference on Computer Science and Artificial Intelligence, 169-172. https://doi.org/10.1145/3168390.3168422 DOI: https://doi.org/10.1145/3168390.3168422
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? a systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. https://doi.org/10.1080/08923647.2019.1663082 DOI: https://doi.org/10.1080/08923647.2019.1663082
Stage, H. B., Shingleton, J., Ghosh, S., Scarabel, F., Pellis, L., & Finnie, T. (2020). Shut and re-open: the role of schools in the spread of COVID-19 in Europe. Medrxiv.1-28. https://doi.org/10.1101/2020.06.24.20139634 DOI: https://doi.org/10.1101/2020.06.24.20139634
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., ... & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397-404. https://doi.org/10.1016/S2352-4642(20)30095-X DOI: https://doi.org/10.1016/S2352-4642(20)30095-X
Watson, J. (2008). Blended Learning: The convergence of online and face-to-face education: promising practices in online learning. North American Council for Online Learning. https://eric.ed.gov/?id=ED509636
Zeglen, E., & Rosendale, J. (2018). Increasing online information retention: analyzing the effects. Journal of Open, Flexible, and Distance Learning, 22(1), 22-33. https://www.learntechlib.org/p/184660/
Zhang, H., Penninger, J. M., Li, Y., Zhong, N., & Slutsky, A. S. (2020). Angiotensin-converting enzyme 2 (ACE2) as a SARS-CoV-2 receptor: molecular mechanisms and potential therapeutic target. Intensive Care Medicine, 46(4), 586-590. https://doi.org/10.1007/s00134-020-05985-9 DOI: https://doi.org/10.1007/s00134-020-05985-9
How to Cite
Copyright (c) 2021 Bareera Saeed, Asmat Ullah, Muhammad Ali Khan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Licensing & Copyright Policies
Articles in LASSIJ-IDEA are Open Access contents published under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) http://
The copyright policy of LASSIJ-IDEA is based on a non-exclusive publishing agreement, according to which the journal retains the right of first publication, but the author(s) are free to subsequently publish their work. The copyright of all work rests with the author(s).
The users may use, reproduce, disseminate or display the article(s) provided that the author(s) are attributed as the original creators and that the reuse is restricted to non-commercial purposes, i.e., research or other educational use. Authors are encouraged to familiarise themselves with the various creative commons licenses.