The talk is related to the challenges of Online Education

2. Assessment of Institutional Readiness for Online Education in the
developing countries in post COVID-19
Prof Dr. Attaullah ShahVice Chancellor/Rector KIU

3. Literature Review
• Accessibility, quality, equity and continuity of teaching and research activities in
Pandemics a major challenge in remote regions
• During COVID-19, faculty was forced for transition to online education in weeks
(Hechinger and Lorin 2020; McMurtrie 2020).
• The technology factor plays an important role in the success of e-learning.
• The important components of technology include Software; Hardware;
Connectivity; Security; Flexibility of the system;Technical skills and support;
Cloud Computing and Data Centres (Asma et al,2019).
• Under this COVID-19 circumstances, the faculty had no preparations for such
transitions in terms of teaching, learning and assessments with associated
uncertainty about the future scenario (Ramona, Juanjo and Eric,2020).

4. ELearning and Distance education during COVID-19
• The need for development of new online courses, new academic
collaborations and the constraints of the time duration were identified during
SWOT analysis of ODL during COVID-19 (Goerage J.L et al ,2020)
• The flexibility of asynchronous e-learning can improve the access of e-learning
to remote areas.
• There is a need for proper policy making and governance structure for
implementation of the E-learning in the pendemics.
• The other factors include e-learning system technical issues, change
management issues, course design issues, computer self-efficacy and
financial support issues (M. Amin.A;2020)

5. Major Challenges in Open and Distance Learning/Elearning
• Technological factors
• E-learning system quality factors,
• Trust factors,
• Self-efficacy factors and
• Cultural aspects.
• Poor quality and accessibility of internet services
• Low capacity of the people and students for purchasing gadgets
• Poor readiness of system, faculty and staff for online education

6. 10 Unique features of GB
• The secondWorld’s tallest mountain K2
• Zero degrees Celsius in the warmest weather in some parts
• TheTashkurghan National Nature Reserve in the Karakoram Range was nominated for
inclusion by UNESCO
• World highest international paved road connecting Pakistan with China having a length of
1300 Km at 14000 Feet height ( Khunjarab Pass)
• World Highest Battlefield at Siachen Glacier
• Black meaning of the white mountains, as the world Karakorum has been derived from
Turkish which means black gravel, whereas the European travellers called it Muztagh means
“ice mountains”
• Inspiration to films and movies
• A bond between three nations of Pakistan, India and China, Ethnic, Linguistic and cultural
diversity as an asset of the region.

7. The World is a book and those who don’t travel read only one page-Saint Augustine

8. Gilgit Baltistan and Karakoram International University
• First Higher Education Institute in the North of Pakistan
Called Gilgit Baltistan, bordering China (Pamir Karakorams),
India (Himalayas) and Afghanistan (Hindukush), Central Asia
Republics (Wakhan Corridor)
• House toWorld Largest ice deposits-Third pole-K2 Second
Tallest peak
• Total area of 27000 sq km and population of 1.6 Million
• Diverse and difficult terrain faced with the challenges of
poverty, inaccessibility and low per capita income, equity
issues.
• Pandemic enhanced these challenges-As long electricity
outages and poor internet connectivity
• Continuity of Education and Research-A major challenges
• Online Education and Distances learning was an option to
address some of these challenges

9. Harmony.
Creativity.
Hospitality.
Gilgit Baltistan;
Where its people and nature live in
harmony, creating value for all, is
pivotal for Pakistan’s rise as a giant
amongst nations.

10. Research Problem
• To Assess the readiness of remote mountain University (KIU) for the Online and Distance
Learning Education during pandemics
Research Methodology:
- Readiness Survey conducted and 513 students responded about use of various portal for
internet

11. University Readiness Model as per Global Good Practices
Two Major Components: System Readiness andClass Readiness
Class
Readiness
Course
Students
Labs
Faculty

12. Results
1. Students Readiness
• 80% of the respondents have access to the internet facilities, which was found
as very encouraging to implement eLearning and online education
• The internet connectivity with the students is mainly (72.5%), through mobile
cell phone, followed by DSL service (21.8%).
• About 10% students were neither having access to internet nor appropriate
gadgets for online education

13. Results-Cont’d
• Faculty Readiness
• To assess the teachers’ readiness for the online education, interview with Deans, Head of
departments and selected faculty members were held and their training needs were assessed.
• The major challenge is faced by faculty in development of their pedagogy for online teaching
and assessment
• Faculty trainings were arranged in following areas:
• Faculty trainings were arranged for faculty which covered the following important topics
under OnlineTeaching Essentials (OTE):
• Module I: Understanding the Online Learning Environment
• Module II: Structuring the Online Learning Experience
• Module III: Communicating and Interacting Online
• Module IV: Online Presence and Engagement
• ModuleV: Effective OnlineAssessment
• ModuleVI: Course Schedule and Reflection

14. Results
• Faculty Capacity Building
• The second important component was
• An introduction to online pedagogy and frameworks,
• Trauma-aware pedagogy,
• Course and syllabus design,
• Activity/assessment design and rubrics,
• Assessment and testing,
• Online facilitation, communication, and community-building.

15. Results-Technology Readiness:
• Availability of Online Learning Management System (LMS)
• Availability of MSTeam, Zooms, Google Class Room/Meet

16. Results-Library Readiness
• E-resource.- Good quality of teaching and learning resources are now
available at Open Educational Resources (OER)
• The E-library facility already available
• Availability of E-resource and Digital Contents
• Technology Support System for real time assistance of trouble
shooting

17. Results-Evaluation Readiness
• Online assessment is a major challenge for both faculty and students
• Components of Assessment
• Written assignments;
• Online discussion;
• Fieldwork (This may not be possible in the pandemic)
• Online quizzes and exams;
• Online Presentations
• Open Book Exams
• Individual Project/Term Project
• Flexible Assessment mechanism at KIU Continuous Assessment. 60% End Exam: 40%

18. Distance Learning where Online Education was challenging
• For about 1000 students not
accessible online due to poor
connectivity, 40 Distance Learning
Centres were established.
• Teaching and Learning Material was
weekly despatched through the
StudentsVolunteers at the
designated Centre
• This was shared with the students of
the centre after observing the
Pandemic protocols

19. Conclusions
• For students the major issues are the remote areas is poor internet connectivity and
power outgases
• The transformation to eLearning and online education required extensive training
and capacity building of the faculty and staff
• Technology readiness showed that the existing technology platforms, diversity of
software for teaching learning and availability of free portals, has made the
technology more flexible, reliable and relevant for the online education
• For Library resource, Online Educational Resources (OER), E-library and E-books has
made it relatively easier for faculty and students to access these resources.
• The assessment and evaluation have to be flexible involving both synchronous and
asynchronous modes for online assessment
• For students with little access to internet, more flexible blended models of blended
learning may be used

20. Recommendations
• In remote mountains areas like Gilgit Baltistan, Northern Pakistan, the
online education and eLearning may not be possible for all students as the
poor internet speed and accessibility with more than 50% students exist.
Hence it is proposed that hybrid and blended teaching & learning may be
provided during pendemic

21. A nation's culture resides in the hearts and in the soul of its people.
Thanks for your Patience