Online Learning and it’s consequences during Covid-19 (A Case Study of SZABUL)

2. Introduction:
2
➢ The Covid-19 pandemic has disrupted higher education globally, leading
to a rapid shift towards online learning. In Pakistan, this transition has
been significant, affecting more than 2.7 million students enrolled in
higher education institutions This includes both public and private
universities, as well as degree awarding institutions. (the data is from the
"Higher Education Statistics 2019-20" report)
➢ However, the shift to online learning came with a host of challenges,
including limited access to the internet, concerns about the quality of
instruction, and cultural and social factors that influenced students'
perspectives.

3. Problem Statement:
Was online learning during COVID-19 effective in imparting
education in SZABUL and has affected the academic
performance, engagement, and overall learning outcomes
of students in higher education institutions and to identify
the factors that contribute to the success or challenges
faced in the implementation of online learning platforms

4. Hypothesis:
During COVID-19 pandemic, online learning potentially affected higher
education in Shaheed Zulfiqar Ali Bhutto University of Law.
Null hypothesis (H0):
H0- during COVID-19 pandemic, online learning hasn't affected higher education in Shaheed
Zulfiqar Ali Bhutto University of Law.
Alternative hypothesis (H1):
H1- during COVID-19 pandemic, online learning positively affected higher education in
Shaheed Zulfiqar Ali Bhutto University of Law.
H2- during COVID-19 pandemic, online learning negativity affected higher education in
Shaheed Zulfiqar Ali Bhutto University of Law.

5. Significance of the Research:
• The research is significant as it addresses the timely issue of online learning during the
Covid-19 pandemic in Pakistan.
• It can inform policy and practice, enhance educational equity, and contribute to the
literature, support decision-making, and foster innovation.
• The findings can provide insights into barriers faced by students, shed light on cultural
and socio-economic factors, and guide policymakers, educators, and institutions in
improving the effectiveness of online learning.
• The research can also support educational decision-making at various levels and
potentially lead to innovative approaches in online learning in the Pakistani context.

6. Research Objectives:
➢ To understand how SZABUL students perceive online
learning during the Covid-19 pandemic.
➢ To identify the barriers faced by SZABUL students in
effectively participating in online learning.
➢ To assess the effectiveness of online learning in Pakistan's
context, considering cultural and socio-economic factors.
6

7. Research Questions:
➢ What's the
perspective of
SZABUL students
about online learning
after having
experience with online
learning during
COVID-19?
➢ What were the
challenges which
were faced by
SZABUL students
during COVID-19 and
how did they
overcome them?
➢ How students of
SZABUL perceive the
effectiveness of online
learning during
COVID-19 in
comparison of
traditional learning?
7

8. Chapter: 02
Literature Review(s)
8

9. 9
Author(s) Title of Article and its
Publication
Research Method Findings
Afraseyab
Khattak et al.
(2021)
IMPACT OF ONLINE CLASSES DURING
THIRD WAVE OF COVID-19 PANDEMIC
AMONG UNIVERSITY STUDENTS AND
TEACHERS IN PAKISTAN.
Published in PSYCHOLOGY AND
EDUCATION (2021), ISSN: 1533-6939.
The study used a descriptive
cross-sectional online survey to
collect data from eight different
private and public sector
universities in Khyber
Pakhtunkhwa, Pakistan.
The results showed that only 59% of the
students had full access to their online
classes on time, and 60.8% had to use
cellular data packages due to the lack of
infrastructure for internet connectivity.
Aleksandra
Stevanovic
(2021)
Impacts of the COVID-19 Pandemic on Life of
Higher Education Students: A Global
Perspective
Published in The Sustainability 2020, 12(20),
8438
Qualitative and quantitative
research methods were
used for research purpose.
Questionnaire with four
sections was sent by email
and filled by students
anonymously. A total of 832
students of two Serbian
universities took part in this
study.
Researchers found that students who
had prior experience with online
learning, regardless of gender,
showed higher motivation compared
to those who only attended traditional
classes.
Adeela
Rehman
(2021)
Student Experiences of ICTs in Online
Learning during COVID-19 in Pakistan:
Challenges and Prospects.
Published in Journal of Development Policy,
Research & Practice Vol. 5)
By using qualitative method,
the researcher conducted
interviews.
Most students were satisfied with the
online mode as living in a technology-
oriented era adoption is relatively easy.
However, electricity outages and
connectivity problems were faced by
some of the students belonging to

10. 10
Author(s) Title of Article and
its
Publication
Research Method Findings
Muzzamal Ahmad Khan (2021) The impact of COVID-19 on
UK higher education
students: experiences,
observations and
suggestions for the way
forward.
Published in Corporate
Governance, Vol. 21 No. 6,
pp. 1172-1193.
Cross sectional study was used and
349 Higher Educational Students from
the United Kingdom in total took part
in questionnaire. The data was
descriptively analyzed for the purpose
Online classes have pros such
as flexible assessment and
digital content, but cons include
limited interaction and a sense
of missing campus life,
especially among male students.
Most students experienced a
lack of support from the
university and teaching staff.
Saad Arslan Iqbal et al. (2021) Students’ Perceptions and
Experiences of Online
Education in
Pakistani Universities and
Higher Education Institutes
during COVID-19.
Published in The Educ. Sci.
2022, 12, 166
They conducted a cross-sectional
survey research design to examine
the perceptions and experiences of
707 Pakistani university students
regarding online education during the
COVID-19 pandemic.
The study found that students
expressed dissatisfaction with
the quality of online instruction
and institutional support, as well
as issues related to study
environments, electricity, and
connectivity. Most students
reported a preference for in-
person classes once the
pandemic was over.
Raj Kishor Bisht et al, (2020) Acceptability and
challenges of online higher
education in the era of
COVID-19: a study of
An online survey was conducted for
the purpose amongst students of
Graphic Era Hill University,
Dehradun, India and a stratified
There were two main findings of
the research. First finding was
that the online examinations
were easier for students in

11. 11
Author(s) Title of Article and its
Publication
Research Method Findings
Nadezhda Almazova et. al
(2020)
Challenges and Opportunities for Russian
Higher Education amid COVID-19:
Teachers’ Perspective.
Published in MDPI -- Education Sciences -
V10
A questionnaire was developed
on the basis of literature review
and Online individual
interviews were conducted by
the researchers with the
participants.
Challenges identified in the
research included computer
literacy, university electronic
environment, support and
readiness of academic staff, socio-
cultural factors (economics,
location), and personality-related
factors (age, beliefs, gender).
Anwar et al. (2020) An analysis of students' perspectives on
e-learning participation – the case of
COVID-19 pandemic.
Published in International Journal of
Information and Learning Technology,
Vol. 38 No. 3, pp. 299-315.
They used a systematic
approach and searched various
databases, including Google
Scholar, Scopus, and Web of
Science.
The findings revealed that the
digital divide, language barriers,
and a lack of motivation were
significant challenges faced by
students in Pakistan during online
education. The study suggests that
providing adequate resources and
support to students could help
overcome these challenges.
Tabassum et al. (2022)
Online Learning System in Higher
Education Institutions in Pakistan:
Investigating Problems Faced by
Students During the COVID-19
Pandemic.
The study employed a
convenience sampling method
and collected data through a
semi-structured questionnaire
distributed to 550 students
The study revealed that students
faced diverse problems such as a
lack of internet facilities, load
shedding, financial issues, ear pain
due to prolonged use of hand-

12. Chapter: 03
Research Methodology
12

13. Research Methodology:
13
Sample
Design
• The data was collected through an online survey
by using Google form to observe the attitudes of
students of SZABUL towards the online learning
during Covid-19 Pandemic.
• The Google form questionnaire of 10 items was
adopted and served to the students through the
means of social media including (Facebook,
WhatsApp and LinkedIn).
• The researcher has taken 100 students from all
departments of the Fall-19 batch, as a sample to
carry out its research, encompassing both males
and females.
.

14. Research Methodology:
14
Qualataive
Method
A survey was conducted among 100 SZABUL
students using an online Google form questionnaire.
Data was collected from the Law, BBA, and
Criminology departments, specifically from the Fall
2019 batches.
.
Data Analysis The data was analysed using frequency and
percentage statistics.

15. Research Instrument:
➢ We have adopted a questionnaire to analyze the
perspective of SZABUL students about Online
Education, during COVID-19 Pandemic (Sobia
Iqbal et al. 2021)
15

16. Chapter 04
Data Analysis
16

17. Data Analysis:
17
• The demographic information has been recorded with the
help of LIKERT scale.
• Analyzed as descriptive analysis with frequencies and
percentages as per participants responses.

18. 18
Frequency Percent
Valid
Percent
Cumulative
Percentage
Valid Male 64 64.0 64.0 64
Female 34 36.0 36.0 36
Total 100 100.0 100.0 100.0
Descriptive Gender Distribution of Participants:
This table summarizes the gender distribution
among the study participants. Out of the total 100
participants, 64 (64.0%) were male, while 34
(36.0%) were female.

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Descriptive Statistics of Participants' Age
Frequency Percent
Valid
Percent
Cumulative
Percentage
Valid 16-20 13 13.0 13.0 13.0
21-25 85 85.0 85.0 85.0
26-30 2 2.0 2.0 2.0
Total 100 100.0 100.0 100.0
This table’s analysis shows the age distribution of
participants. Among the 100 participants, 13 (13.0%) were
aged 16-20, 85 (85.0%) were aged 21-25, and 2 (2.0%)
were aged 26-30

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Department-wise Distribution of SZABUL Students
This table’s analysis shows the distribution of SZABUL
students across different departments. Out of the 100
participants, 77 (77.0%) were from the B.A LLB
department, 14 (14.0%) were from the BBA department,
and 9 (9.0%) were from the Criminology department.
Frequency Percent
Valid
Percent
Cumulative
Percentage
Valid B.A LLB 77 77.0 77.0 77.0
BBA 14 14.0 14.0 14.0
Criminology 9 9.0 9.0 9.0
Total 100 100.0 100.0 100.0

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SZABUL Students' Opinion on Internet Access Availability
Table 4 analysis shows that among the SZABUL students surveyed,
40% reported limited access to the internet, 3% indicated no access,
and 57% expressed having proper access.
Frequency Percent Valid Percent
Cumulative
Percentage
Valid Limited Access 40 40.0 40.0 40.0
No Access 3 3.0 3.0 3.0
Proper Access 57 57.0 57.0 57.0
Total 100 100.0 100.0 100.0

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Perceived Competence in Internet Gadget Usage among Participants
This table’s analysis shows that among the participants,
81% agreed that they have competence in using internet
gadgets, 4% disagreed, and 15% remained neutral.
Frequency Percent
Valid
Percent
Cumulative
Percentage
Valid Agree 81 81.0 81.0 81.0
Disagree 4 4.0 4.0 4.0
Neutral 15 15.0 15.0 15.0
Total 100 100.0 100.0 100.0

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Opinions of SZABUL Students on Readiness for Electronic Communication
This Table’s analysis shows that among the SZABUL students
surveyed, 66% agreed that they are ready for electronic
communication, 11% disagreed, and 23% remained neutral.
Frequency Percent
Valid
Percent
Cumulative
Percentage
Valid Agree 66 66.0 66.0 66.0
Disagree 11 11.0 11.0 11.0
Neutral 23 23.0 23.0 23.0
Total 100 100.0 100.0 100.0

24. 24
SZABUL Students' Perception of Similarities between Classroom and Online Learning
Strategies
This Table’s analysis shows that among the SZABUL students
surveyed, 24% agreed that there are similarities between
classroom and online learning strategies, 58% disagreed, and
18% remained neutral.
Frequency Percent Valid Percent
Cumulative
Percentage
Valid Agree 24 24.0 24.0 24.0
Disagree 58 58.0 58.0 58.0
Neutral 18 18.0 18.0 18.0
Total 100 100.0 100.0 100.0

25. 25
Effectiveness of Online Learning in Completing All Courses
This Table’s analysis shows that among the participants, 32%
agreed that online learning is effective in completing all courses,
37% disagreed, and 31% remained neutral. The table provides
a clear understanding of the participants' perceptions regarding
the effectiveness of online learning in course completion.
Valid Agree 32 32.0 32.0 32.0
Disagree 37 37.0 37.0 37.0
Neutral 31 31.0 31.0 31.0
Total 100 100.0 100.0 100.0

26. 26
Students' Challenges in Online Group Assignments
This Table’s analysis shows that among the SZABUL students
surveyed, 70% agreed that they face challenges in online group
assignments, 17% disagreed, and 13% remained neutral. The
table provides a clear understanding of the difficulties
encountered by students in online group assignments.
Frequency Percent
Valid
Percent
Cumulative
Percentage
Valid Agree 70 70.0 70.0 70.0
Disagree 17 17.0 17.0 17.0
Neutral 13 13.0 13.0 13.0
Total 100 100.0 100.0 100.0

27. 27
SZABUL Students' Opinion on the Importance of Face-to-Face Learning with
Instructors
This Table’s analysis shows that among the SZABUL students
surveyed, 81% agreed that face-to-face learning with instructors
is important, 5% disagreed, and 14% remained neutral. The
table provides a clear understanding of the students' opinions
regarding the significance of in-person learning with instructors.
Frequenc
y Percent
Valid
Percent
Cumulative
Percentage
Valid Agree 81 81.0 81.0 81.0
Disagree 5 5.0 5.0 5.0
Neutral 14 14.0 14.0 14.0
Total 100 100.0 100.0 100.0

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Chapter 05:
Conclusion and Recommendations

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➢ Majority of students had proper internet access availability (57%)
and felt competent in using internet gadgets (81%).
➢ Students faced difficulties and hurdles in online group
assignments (70%).
➢ Students recognized a difference between classroom and online
learning strategies (58%).
➢ Face-to-face interaction with instructors was considered
necessary by most students (81%).
Key Findings:

30. 30
➢ Address challenges associated with online group assignments and
explore alternative strategies for effective online learning.
➢ Strive for a balance between online and face-to-face learning
experiences.
➢ Investigate specific factors contributing to challenges in online learning:
language barriers, financial issues, and motivation challenges.
➢ Conduct longitudinal studies to assess the long-term impact of online
learning on academic performance, engagement, and learning outcomes.
Implications:

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➢ Long-term Impact Assessment: Conduct a longitudinal study to evaluate
the lasting effects of online learning on academic performance, retention
rates, and career outcomes.
➢ Comparative Analysis: Compare online learning experiences across
institutions to identify best practices and lessons learned for effective
implementation.
➢ Pedagogical Innovations: Explore innovative approaches like virtual reality
and adaptive learning technologies to enhance student engagement and
learning outcomes.
Future Recommendations:

32. 32
➢ Student Perspectives and Experiences: Gather qualitative data on student
satisfaction, challenges, and preferences to improve the online learning
environment.
➢ Faculty Development and Support: Assess the impact of training programs on
faculty skills and motivation in online teaching, ensuring quality instruction.
➢ Technological Advancements: Research emerging tools and technologies like
AI and data analytics to enhance the online learning experience.
➢ Equity and Access: Address equity concerns and bridge the digital divide to
ensure equal opportunities for all students in online education.
Future Recommendations:

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➢ This research provides valuable insights into the
challenges and perspectives of SZABUL
students regarding online learning during the
pandemic. By addressing these challenges and
considering students' feedback, educational
institutions can provide equitable and high-quality
online education that meets diverse student
requirements in the digital age.
Conclusion:

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