Irshad HussainPhD

Department of EducationThe Islamia University of Bahawalpur

Bahawalpur, PAKISTANirshad.hussain@iub.edu.pk OR irshad_iub@yahoo.com

The Virtual University of Pakistan was established in 2002

It is pioneer in introducing and imparting ‘Virtual Education’ in the country

It was established to provide education for all at par with international standards and empowering the learners for challenging tasks through market-driven skill-based programmes

It exploits a mix of educational technologies for delivery of the world class education to bring about a change in the socio-economic conditions of the country

It extends interactive learning environments by adopting Hybrid Model for instructional delivery relying on modern technologies

Internet supplements the instructional delivery through its Virtual Television Network bridging-up the distance between the learners and their tutors and varsity

To discuss the academic operations of the Virtual University of Pakistan

To identify the pedagogical practices of virtual education in Pakistan

To examine the instructional modes of virtual education in Pakistan

To identify the problems faced by virtual learners in Pakistan

Population The study consisted of two types of populations: the students and tutors & academicians of the Master of Business Administration

Programme of Virtual University of Pakistan

Sampling Convenient Sampling Technique 600 students and 60 tutors and / academicians

Data Collection The researcher developed two research tools –questionnaires on

five points rating (likert) scale The researcher validated the research tools through their pilot

testing at private virtual campus in Bahawalpur

The finalized research tools were administered on the respective samples through academic coordinators of the Private Virtual Campuses

The data were analyzed through Ms-Excel in terms of percentage and mean scores

Development of Course contents and presentation

Majority (84.9% and mean score 3.8) of the students was of the opinion that the objectives of the courses were clear and understandable for their maximum realization

The university designed and offered relevant contents of the instructional materials (8 1.7% with mean score 3.8) for achieving the objectives of the course(s) and ultimately the programme(s)

The concepts included in the courses were clearly elaborated (84.3%, mean score 3.9) for better understanding and comprehension of the students

The university organized and presented the learning material in logical sequence (85.5% and mean score 3.9) and rationality

Contents of the instructional material were informative and instructive (87.2% with mean score 4.0) for enhancing the exposure of the virtual learners towards new knowledge

The instructional process accomplished followed by the learning activities (87.7% with mean score 4.0) for learning through reflective practice

majority of the learners was of the opinion that the contents of the instructional materials were presented in easy & understandable language (79%, mean score 3.8) according to their intellectual capacity and comprehension level

A prominent majority of the learners was of the view that the personalities of the presenters were good looking (87%, mean score 4.0) properly dressed with attractive gestures for effective non-verbal communication

Language and accent of the presenter was easy (83.8%, mean score 3.9) & explicably understandable

The voice of the presenters was soft (87.7%, mean score 4.0) and clear with appropriate pulses & pauses

The presenter elaborated the concepts with the help of examples from real life (82.9% with mean score 3.8) for creating scientific thinking among the learners.

Majority of the virtual learners used e-mail (89.5%, mean score 4.6) for asynchronous communication and interactions

The Virtual University of Pakistan hoisted its Learning Management System for promoting virtual discussion through moderated boards (99.3%, mean score 4.6)

Similarly, majority of the virtual learners made telephone or mobile phone calls (59.3%, mean score 3.2) for promoting synchronous communication & interactions with faculty and their fellow students

The learners reflected that they worked on case studies (81.0%, mean score 4.0) for gaining all relevant information and/ or knowledge of and about the phenomenon

Tutors engaged the learners in preparing a certain number of assignments (99.5%, mean score 4.6) for each course

The university arranged discussions for virtual learners and they took part in such discussions (87.0%, mean score 4.0) either synchronously or asynchronously

Similarly, discussions were accompanied by participating in online seminars (62.5%, mean score 3.4) for detailed information and knowledge of some specific topic(s) or issue(s) of emerging importance

The data reflected that tutors were optimistic and encouraged virtual learners by giving positive feedback (88%, mean score 3.1) and motivational comments on the assignments

The university organized quizzes (89.5%, mean score 4.2) for evaluating and assessing the subject knowledge of the virtual learners

Virtual University of Pakistan provided and promoted opportunities of collaborative learning (89.5% mean score 4.1) by establishing a community of virtual learners or interest groups

The virtual learners practiced interactive learning environments (86.3% mean score 4.0) through and in virtual community of learners

The learners were of the opinion that they were provided opportunities of self-directed learning (87.2% mean score 4.0) to learn more objectively and more concisely according to their learning styles and study patterns

Virtual learners in Pakistan faced the problems of [and due to] electricity failure (88.3%, mean score 4.0) which appeared as a big barrier in learning

The virtual learners also faced social and/family problems (87.5%, mean score 4.0) and could not submit assignments in their due time of submission

Physical isolation of virtual learners (90.5%, mean score 4.1) from their fellows and tutors appeared to be developing procrastinating attitude among them

Majority of the virtual learners were employed and related to working cohort, and therefore, they faced time management (90.6%, mean score 4.1) problems in ‘learning while earning’ situations

The respondents were of the view that the courses were designed & developed by expert educationists and distinguished educational practitioners (93.4%, mean score 4.2) who had extensive experience

Academicians designed activity based courses (91.7%, mean score

4.1) which provided opportunities of meaningful learning; blended with its application

The activities consisted on assignments (100%, mean score 4.7) for the accomplishment of their learning

The Varsity organized quizzes (100%, mean score 4.6) for knowing and assessing the learners’ level of information

The learners enjoyed discussion (95%, mean score 4.3) moderated for making them sharing information, learning experiences and explaining

The learners had benefits of the interactions with their tutors and fellow students (85%, mean score 4.2) for developing social and academic networking through asynchronous as well synchronous communications

The academicians of the virtual university designed projects and offered case studies (96.6%, mean score 4.2) to the learners for their active involvement in learning process

Tutors provided constructive comments (98.4%, mean score 4.4) and feedback on the academic work of virtual learners

The VU Pakistan used its Virtual Television Network (100%, mean score 4.4) for instructional delivery

The television broadcasts were supplemented by internet (100%, mean score 4.3) for asynchronous instructional delivery

The university also provided Compact Diskettes (100%, mean score 4.4) of the materials of all courses for their use at homes

Electricity failure and its inconsistency & frequent breakdown was reported to be the most pressing problem (98.4%, mean score 4.0)

Majority of the tutors and / or academicians (80%, mean score 3.7) were of the view that virtual learners faced social and/ or family problems as well

Isolation (83.3%, mean score 3.9) created difficulty for learners in learning through virtual education

Majority of the (81.7%, mean score 3.7) tutors and / academicians agreed that virtual learners had difficulties in their time management

The varsity offered informative and innovative courses accompanying with self-instructional materials and activities

It appointed experienced and visionary personnel as tutors and

academicians

It exploited its Virtual Television Network supplemented by Internet &

CDs for instructional delivery

The tutor presenters appeared to be good looking having soft voice & clear accent with appropriate pauses and pulses

There learners were involved in learning process by assigning them assignments and activities

The varsity promoted opportunities of collaborative learning in virtual learning environments.

The learners gained confidence and seriousness through activity based leaning comprising of case studies, assignments and projects.

The study packages reflected resilience but appeared to be creating soundness of thinking for developing creativity among learners

Apparently, the Virtual University of Pakistan used learner-centered pedagogy

However, the virtual learners faced problems like electricity failure, isolation, and lack of time management ability which appeared to be obstructing their learning