Students’ Perceptions and Experiences of Online Education in Pakistani Universities and Higher Education Institutes during COVID-19

Abstract

This study investigates the perceptions and experiences of students regarding the various aspects of online education while studying at the Pakistani Higher Education Institutes (HEIs) and universities that shifted to online modes of instruction during the COVID-19 pandemic. The focus of this study was to identify the level of satisfaction of students with the support being provided to them by their institutes and instructors; the use of different modes of communication and assessment methods; and their home study environment. It also explored the positively and negatively influencing factors affecting online education, as perceived by them. An online questionnaire-based cross-sectional survey research design was chosen for conducting this study. Data were collected from 707 respondents belonging to various Pakistani HEIs and universities and analyzed using the SPSS software. The results revealed a considerable dissatisfaction among the study population regarding online education being provided to them during the COVID pandemic. The participants raised concerns over the lack of institutional support and the quality of online instruction. Other issues raised included unsuitable study environments, unavailability of electricity, and connectivity issues. Overall, the majority of the students indicated that they would not like to opt for online classes in the future once the pandemic was over.

The Impact of Factors on E-Learning Continuance Intention in the Higher Education Sector in Pakistan

“…Li, Nishimura, Yagami, and Park (2021) found course quality, service quality, learner-learner interaction, learner-content interaction, and learner-instructor interaction have a positive influence on perceived value and continuance interaction. In contrast, the self-efficacy of e-learning helps students to self-evaluate their trust in the use of the websites of e-learning, however, self-efficacy indirectly affects continuance intention, and the intention to continue eLearning is influenced by the attitudes of students towards e-learning (Iqbal et al, 2022).…”

“…It is a challenging task to move from traditional classes to online classes for Pakistan universities. In Pakistan, almost all the universities have started the eclasses from March 2020 (Iqbal, Ashiq, Rehman, Rashid, & Tayyab, 2022). Mahmood (2020).found that the factors affect significantly e-learning adoption, attitude, and elearning continuance intention.…”

Teachers’ Degree of Practicing Social Responsibility at Imam Abdulrahman Bin Faisal University, Saudi Arabia

“…The statements with the lowest mean score were to promote a culture of respect for laws and regulations, offering targeted programs to reduce wrong behaviors, such as violence, and feel moral responsibility toward his fellow professors. However, according to Iqbal et al (2022), to understand the needs of society, universities must add values and knowledge to their knowledge systems, research, and practice, and produce human outputs that can deal with society's growing aspirations and visions.…”

“…According to Kwizera and Iputo (2011), educational groups are on an equal footing with service-oriented business organizations. In particular, researchers have noted that individuals have a feeling of social duty that extends into their organizations and beyond them (Luo et al, 2011;Iqbal et al, 2022). According to Honeyman (2010) study, students' social responsibility is fostered when they are encouraged to participate in activities that promote socially responsible behavior, when they are invited to think deeply about these activities, and when they discuss their ideas with their peers.…”

“…This allows students to approach the achievement of actual social harmony and interaction. Iqbal et al (2022) found that universities are at the forefront of scientific and communal institutions in terms of readiness, research, and innovation, and they play a role in facilitating community participation in sustainable development. Universities cannot provide quality education unless they follow a policy of diversity, inclusion, and equity, particularly improvement and development of students' skills, knowledge, and expertise.…”