Performance of Online Classes in Lahore, Pakistan During Covid‐19

Noor, Sana; Ali, M.; Husnine, Syed Muhammad

doi:10.1002/pfi.21938

Cited by 31 publications

(31 citation statements)

References 8 publications

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“…To analyze the university students' attitudes, eight questions emerged after the short survey that was based on students' opinions toward online learning. Socioeconomic, health, and educational impact were analyzed using a scale developed by Noor et al (2020). The teacher and classmates' support scale was used (Torsheim et al, 2000).…”

Section: Study Design Instruments and Data Collectionmentioning

confidence: 99%

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Students’ Attitude and Impact of Online Learning; Role of Teachers and Classmate Support During the Covid‐19 Crisis

Mushtaque¹,

Rizwan²,

Dasti³

et al. 2021

Perf. Improv.

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The COVID-19 pandemic has created pressure on the education system to find alternatives to face-to-face education. Consequently, teachers and students have used online teaching and learning on an unparalleled scale. The purpose of the current study was to investigate the Bahauddin Zakariy University (BZU) students' attitude toward learning and mainly examine the problems associated with taking online classes during COVID-19 in a developing country like Pakistan. The cross-sectional design was used to fulfill the study requirements. For the data collection, an online Google form was designed and circulated via a link to students enrolled in different programs at BZU. The result revealed that students have an enthusiastic attitude to using the online medium and would like to use online learning in the future or after the pandemic goes away. The highlighted issues include an inappropriate study environment, a disparity of gadget availability, inadequate online study content, no access or slow internet speed, and electricity load shedding. The above problems negatively affect students' studies in terms of minimum or no students' involvement and proxy attendance in the online class. In addition, the health of students is also reported as being seriously affected by attending online classes. Students had weak eyesight, increased weight, sleep deprivation, and behavioral problems. Overall, students showed a positive attitude and generous support from their teachers in the circumstances of the COVID-19 pandemic.So, teachers play a fundamental role in helping students to make digital learning more valuable.

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Section: Study Design Instruments and Data Collectionmentioning

confidence: 99%

“…Socioeconomic, health, and educational impact were analyzed using a scale developed by Noor et al. (2020). The teacher and classmates' support scale was used (Torsheim et al., 2000).…”

Section: Study Design Instruments and Data Collectionmentioning

confidence: 99%

Students’ Attitude and Impact of Online Learning; Role of Teachers and Classmate Support During the Covid‐19 Crisis

Mushtaque¹,

Rizwan²,

Dasti³

et al. 2021

Perf. Improv.

View full text Add to dashboard Cite

show abstract

“…Additionally, the factors such as professional development, status and self-efficacy are notable predictors of organisational obligation and professional commitment, while decision-making and status extensively envisage organisational citizenship behaviour (Somech & Bogler, 2002). Likewise, training and development prospects, work–life policies and empowerment practices have a noteworthy constructive association with organisational commitment and positively supplement the organisational citizenship behaviour of the university teachers (Noor, 2009). Mowday et al (1982) reported education to be inversely related to commitment primarily because of greater complications organisations face, while meeting the requirements of higher educated individuals as there is a likelihood of these individuals to be more committed to their profession.…”

Section: Literature Reviewmentioning

confidence: 99%

Correlates of Organisational Commitment Among University Teachers in India: An Empirical Investigation

Bashir

Gani

2020

Asia-Pacific Journal of Management Research and Innovation

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For the success of educational institutions (herein referred as an organisation), teachers’ commitment has, in particular, been recognised as an effectual route. As the educational system is the most influential spot that leads to the progress of society, it requires committed teachers who are not mere tools, but their strategic partners. This research study highlights the state of commitment of university teachers under various dimensions in India and explore whether there is any significant difference between selected demographics and the perception of teachers over their organisational commitment issues. The data were collected from full-time teachers working in selected universities of India. This study reveals that the majority of teachers possess continuance commitment, as they weigh the costs and risks associated with leaving the university and when given better alternatives, they may leave their institutions. Among the demographic variables, it was only the level of education that was found to be significantly affecting the commitment of university teachers. This study reveals that the teachers and the universities are engaged in give and take relationship. When teachers perceive high organisational engagement, they respond back with a greater commitment, perceiving them as an integral part of the organisation. They are more motivated and dedicated towards meeting and achieving organisational goals. Moreover, universities depend on committed teachers to create and sustain a competitive advantage and achieve superior performance.

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“…It is believed that in a moment of suspension of classes, encouraging students to continue their studies is very important for the learning process, although it has already been demonstrated that online classes are not able to engage students and guarantee their motivation [30]. However, the students who participated in the “Adopt a micro-organism” stated that the project increased their interest in conducting research on the contents that were discussed (Fig 4B), which is extremely relevant for us, since this is related with one of the main pillars of Education, the “Learning to Learn” [41], which consists of awakening in students an interest in seeking information and promoting their own knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…During the pandemic period, it has been widely discussed that remote learning promotes a decrease in student interaction (25; 32), which would be quite worrying, since interactions are an essential part of the teaching-learning (33). However, this was not clearly observed in the “Adopt a Microor-ganism”, since a similar portion of students pointed out that there was a lack and that there was a promotion of interaction with colleagues (Fig 3).…”

Section: Discussionmentioning

confidence: 99%

Comparison of hybrid learning and remote education in the implementation of the “Adopt a Microorganism” methodology

Armellini

Luna

Bueris

et al. 2021

Preprint

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The internet has changed the way teachers and students access information and build knowledge. The COVID-19 pandemic has recently created challenges for both teachers and students, demanding new methodologies for remote learning. In Life Sciences, mixing online content with practical activities represents an even greater challenge. In Microbiology, the implementation of an active teaching methodology, the #Adote project, based on the social network Facebook®, represents a great alternative to associate remote education with classroom activities. In 2020, the version applied in high school, \Adopt a Microorganism", was adapted to meet the demands of emergency remote education due to the suppression of face-to-face activities caused by the pandemic. In the present study, we assessed how the change in methodology impacted the learning of Microbiology and the richness of the discourse of high school integrated to technical education in Business Administration of the Federal Institute of São Paulo, Campus Sorocaba. For that, three questionnaires related to the adopted microorganism species were applied. The responses of students in the 2019 and 2020 classes were compared in terms of content richness and multiplicity of concepts through the application of the Shannon diversity index, an approach usually used to assess biodiversity in different environments. The observed results suggest that remote learning provided students with a conceptual basis and richness of content equivalent to those achieved by students submitted to the hybrid teaching model. In conclusion, this study demonstrated that the #Adote project methodology can be used in both hybrid and remote models, indicating that it is a viable alternative not only for teaching Microbiology, but possibly for other areas of knowledge.

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Performance of Online Classes in Lahore, Pakistan During Covid‐19

Cited by 31 publications

References 8 publications

Students’ Attitude and Impact of Online Learning; Role of Teachers and Classmate Support During the Covid‐19 Crisis

Students’ Attitude and Impact of Online Learning; Role of Teachers and Classmate Support During the Covid‐19 Crisis

Correlates of Organisational Commitment Among University Teachers in India: An Empirical Investigation

Comparison of hybrid learning and remote education in the implementation of the “Adopt a Microorganism” methodology

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