Abstract
The purpose of this paper is to point out the Merits and Demerits of Ghazians at Ghazi University Dera Ghazi Khan. Over the past two years, online oriented classes have become an inseparable part of educations. Providing online learning opportunities at the university level is the compulsion of the day. The quality education of online-oriented classes at the University Level is one of the inordinate challenges faced by the students of Ghazi University. Online oriented classes change all mechanisms of teaching and learning at a Higher Level in the educational system. Regular assessing of the online programs is important to enhance the quality of education at University Level. The simple random sampling technique was used to collect data. A total of 362 students from different departments of Ghazi University were involved. As a research device for data collection, the five-point rating scale sample was used. The collected data was analyzed by means of the SPSS.
Key Words
Online Classes, Quality Education, Quality Development
Introduction
In the present situation, online oriented classes are increasingly accessible in current educational situations. Nowadays, online classes for different levels, vocational training or modern science, educational campaigns, and formal education at every level and in every area of the education system covering different subjects and obviously client base. The point of the study is to classify both students’ views, the organization as a teaching methodology and the online classes merits and merits. One of the most important developments in higher education systems over the past few decades is the introduction of quality assurance systems through online oriented classes at Universities Level. Higher education institutions have gradually adopted online education, and the number of students participating in learning programs is growing exponentially in universities and colleges across the globe. At higher institutions, the quality of education is the source establishment of national quality assurance systems. Higher education institutions developed to address the highest possible requirement from students, a wide variety of listeners and students seeking flexibility, and the specificity of conventional methods, consider the possibility of qualifications. These would be the considerations expressed in this study, and the article is only planned to provide both organizations and the community with the merits and demerits of online education.
The quality assurance of educational courses is a great challenge for the higher education system through online assessment at the universities level. Regular assessment of such courses is essential in order to take steps to improve their quality. In the field of education, a variety of public universities, organizations, and other institutions have online learning courses. Professional training, scientific and healthcare technology, infrastructure development planning and technical education were included in the curriculum. In order to take steps to enhance their efficiency, a regular review of these services is necessary. In doing so, it is expected that it will promote an intense discussion on effective ways that can boost the performance of universities and faculty in the transition to online programs and course. Numerous experiential researches have been directed to observe the merits and demerits of online oriented classes. The prior studies provided an overview of the merits and demerits of online oriented classes.
Theoretical Framework
Time is the main aspect that splits online oriented and faces to-face learning and teaching methods (Wang, Woo 2007, Meyer 2003, Mahoney 2009). Because of the time flexibility, learners with limited time those who in work favored online oriented classes than face to face learning. The implication is that Due to their busy lifestyles and epidemic covide-19, numerous learners select online oriented classes than face to face education, not due to its professed benefits. Efficiency and fulfilment should be measured in this framework. Similarly, Stephenson, Brown, and Griffin (2008) demonstrated that when asked to give a selection, students participating in a test on face-to-face oriented classes and online oriented classes. Generally, learners preferred conventional face-to-face teaching instead of the online learning system. Online oriented classes are a record that covers activities intended to accomplish the instructive destinations for a decided timeframe. It is directed completely utilizing correspondence and data innovation with the technical help of online oriented classes and the assistance of online instructors who help the learner’s educational improvement through various intuitive media transmission frameworks (Marciniak, 2016). There seems to be no point in distinguishing the evaluation of the elements of curriculum from the assessment process of the curriculum, the conventional aim of education.
Assessment of the Quality of Online Oriented Classes
Constant feedback on its development of online education should be given for the assessment of the online course and degree versions. This capability enables for the development degree value by responses. Consequently, the quality evaluation of online oriented classes depends on the elements of the course and the ongoing assessment, except for evaluative testing and other reasons, maybe combine in an entirely good way. Technologies empowered online learning through the combination of software, broadcasting delivery system, hardware and communication systems, including networking.
The Online Oriented Classes Experiences
The online oriented classes considered by numerous terms. Kearsley and Moore (2012) stated online oriented classes suggests a distant and reciprocal relationship between students and teachers. Online oriented classes and e-learning are used in relation to distance education. Both relations characterize a mutual relationship between students and teachers, which holds the deliberate goal line of serving the learners to learn through the usage of the Net. The online oriented classes experience consist of learners, teachers, and the curriculum, of course, need the usage of technical tools for accessing the online classes and environment (Ally, 2008).In higher education, the expansion of online classes does not change quickly. The 2008 study by the National Center for Educational Statistics (NCES) concluded that the best factors affecting the growth of higher education institutions' online classes included satisfying student demands for schedule flexibility (68 percent), making further classes accessible (46 percent), offering university access for students who would not have access (67 percent). (Parsad, Lewis, & Tice, 2008).
Demand of Online Oriented Classes at Higher Level
As the quality of public education develops, there is an
increasing demand for online classes for international universities, in which
students, staff, courses and educational institutions are increasingly
mobilized in global networks (Hou, 2012; Varonism, 2014). Online oriented
classes should be focused at universities to overcome challenges faced by
learners at a higher level. The majority belief is that the quality assessment
of these two forms of education, online and formal, is practically the same and
varies only in view of the effectiveness granted to the standards used for
measuring (Marúm-Espinosa, 2011 Padilla,
2005). The general aim of the study was to establish
an integrated framework for the analysis of online oriented classes in higher
education for assessing the quality of online oriented classes and the ongoing
evaluation of education. This paper introduces the method of developing and
validating online oriented classes which are intended to become a valuable tool
for assessing and enhancing all components of the online oriented class.
Whether online oriented classes learners can produce good graduates of
interpersonal qualification compare to face-to-face learning can be challenged (Wagner, Hassanein & Head, 2008).
Merits of Online Oriented Classes |
Demerits of Online Oriented classes |
When problems of time and place are considered, it is versatile.
Every student has the luxury of choosing the appropriate time and place. |
The method of education for online-oriented classes
allows students experience reflection, exclusion, as well as lack of
connection or relationship. Therefore, in order to minimize such impact, it
needs very strong motivation as well as skills with time management |
The emphasis of online-oriented classes is on the ease
and flexibility of learning. transcribed into the business sector, this makes
it the possible aim of providing 'merely' learning whenever necessary, and
that can mean wider access in the educational system for non-traditional
students) (Childs
et al., 2005; Winterbottom, 2007;
Meyer, 2003;
Wang &
Woo, 2003). |
The method of education for online-oriented classes
allows students experience reflection, exclusion, as well as lack of
connection or relationship. Therefore, in order to minimize such impact, it
needs very strong motivation as well as skills with time management |
Online oriented classes increase the effectiveness of
data and qualifications via the luxury of access to a massive bulk of
information. |
Whenever it comes to improving students' communication
skills, online oriented classes have a negative impact as a tool. The
students. Although they may have impressive educational skills, they may
not have the skills required to execute their skills acquired. |
There seem to be obvious cost savings for learners’ commuters
who are willing to work from home and advance their studies. Online education could save several million pounds per
year. (Childs et
al., 2005). |
Since assessments for online oriented classes
evaluations can be conducted through proxy use, it would be hard, but not
impossible, to overcome bad activities such as cheating. |
Online Oriented classes make accessible additional events
for interactivity between teachers and learners through content transfer. (Wagner et al. 2008) |
Plagiarism and piracy predisposed by poor selection
abilities, as well as the ease of copying and pasting, can also be tricked
into online oriented classes. |
Online oriented class is cost operative in the
intelligence that there is no more necessity for the students. This way also
is cost-effective in which no more buildings require with increasing the
numbers of learners. |
Online-oriented can also disintegrate the role of
socialization role of organizational culture as well as the role of teachers
as managers of the learning process. |
Universities serving several sites should try to use
online education, which is an effective way of improving online education,
knowledge of learners and skills. Educational training at multiple places at once saves
time and reduces fixed expenses (Scarafiotti, 2004, Childs et al., 2005;). |
Online oriented classes approach of education can also
not be used for all sectors or disciplines. For example, online education does
not adequately study the strictly scientific areas that involve functional
fields. |
Online learning needs to be compensated for educational
personnel shortages, including instructors, coordinators, laboratory
technicians, etc. |
Online Oriented classes result in certain websites being
congested or highly used. In terms of time and money demerits, this may
result in unexpected costs (Hameed et al. 1999 by Scott et al.; 2002 by Marc) |
Self-pacing enables the use of online oriented classes.
The interactive way, for example, enables students to research at his and their
own pace and tempo, either slow or fast. Satisfaction is then improved, and
stress is minimized (Codone, 2001; Amer, 2007) |
The total lack of important personal relations not only
between students and teachers but also between fellow learners is the most
apparent criticism of online-oriented classroom learning (Young, 1997; Burdman, 1998). |
Online Oriented classes encourage students to
communicate with others and to exchange and appreciate various points of
view. Education makes communication simpler and strengthens the connections
that support learning. |
Online oriented classes need high-speed internet and
supported communicative devices. |
According to Raba (2005), goals can be achieved with the
least amount of effort in the shortest time by online oriented Classes. |
Online oriented classes, learners need specific expertise
in learning. |
A comparison of merits
and demerits given in the above table indicate that online oriented classes and
face-to-face oriented classes show that face-to-face oriented classes have less
stressful and less humiliating to dynamically involve with. Even so, in
comparison to traditional face-to-face practices. The quality of fully online
oriented learning and teaching remains a difficult question, specifically with
respect to the efficacy of online oriented classes. Finally, almost to the
point of becoming a cliché, whether it is completely online oriented or
traditional face-to-face, it is the consistency of the total experience of the student’s community
that seems to be of utmost concern to the new learners.
Materials
and Methods
This study was descriptive in nature, and the researcher
developed the questionnaire after the literature review. The study was enclosed
to Ghazi University Dera Ghazi Khan. The study sample consisted of 362 students
from Ghazi University Dera Ghazi Khan Pakistan. A simple random sampling
technique was used in this study. The sample of different departments students
were selected randomly according to the advisory table (Gay, 2003) of sample
selection. To keep the theory and objectives of the research, the researchers
compiled a list of questions after the literature review. The questionnaire is
compiled on a five-point scale (Likert) to measure respondents' perceptions.
The answers in this questionnaire were rated from negative (SDA) to very high
(SA). The first draft of the tool was discussed among researchers, and some
amendments were made according to the research objectives. Before data
collection, the researcher had a meeting with the participants. The researchers
informed the respondents about the nature and objectives of the research study.
They were guaranteed the confidentiality of their provided information. In this
way, the researchers got the consent of the respondents. The researcher
perceived ethics of research in social sciences.
Results and Discussions
Data were analyzed via SPSS v.22. Quantitative data
collected by questionnaire was entered into the SPSS and calculated percentage
and description of each item.
Table
1
S. No |
Item |
Options |
SDA |
DA |
UD |
A |
SA |
Mean |
1 |
Online mode of education is a compulsion in the current
situation. |
Frequency |
40 |
42 |
129 |
110 |
41 |
3.47 |
Percentage |
11.04 |
11.60 |
35.63 |
30.38 |
11.32 |
|||
2 |
Online oriented classes need more efforts than face to
face orient base classes |
Frequency |
40 |
15 |
120 |
76 |
111 |
3.48 |
Percentage |
11.04 |
4.14 |
33.14 |
20.99 |
30.66 |
|||
3 |
Students were successful at face-to-face oriented classes
than online oriented classes. |
Frequency |
22 |
66 |
101 |
110 |
63 |
3.49 |
Percentage |
6.07 |
18.23 |
27.91 |
30.38 |
17.40 |
In table
no.1, a total number of 362 students gave their (100%) responses in favor of the
first statement as 41 (11.32%)
were strongly agree, 110 (30.38%)
agreed, 42 (11.60%) disagreed,
40 (11.04%) strongly disagreed
and 129 (35.63%) were undecided.
The mean score was 3.47. So, the
majority of the respondents agreed that the Online mode of education is a compulsion
in the current situation. From the second statement, 111 (30.66%) strongly agreed, 76 (20.99%) agreed, 15 (4.14%) disagreed, 40 (11.04%) strongly disagreed, and 120 (33.14%) were undecided; meanwhile, the
mean score was 3.48. So, the majority of
the respondents agreed that Online oriented classes need more efforts than face
to face orient base classes. On the other hand, the third statement, as 63 (17.40%) strongly agreed, 110 (30.38%) agreed, 66 (18.23%) disagreed, 22 (6.07%) were strongly disagree, and 101
(27.91%) were undecided
meanwhile the mean score was 3.49. Therefore, the majority of the respondents
agreed that Students was successful at face-to-face oriented classes than
online oriented classes.
Table 2
S. No |
Item |
Options |
SDA |
DA |
UD |
A |
SA |
Mean |
4 |
Online oriented classes material does not meet the
learner’s requirements than face to face oriented classes. |
Frequency |
24 |
16 |
77 |
135 |
110 |
3.88 |
Percentage |
6.62 |
4.41 |
21.27 |
37.29 |
30.38 |
|||
5 |
The students face difficulties through an online class. |
Frequency |
22 |
45 |
72 |
116 |
107 |
3.78 |
Percentage |
6.07 |
12.43 |
19.88 |
32.040 |
29.55 |
|||
6 |
Group discussions in online orientation classes are necessary. |
Frequency |
12 |
40 |
121 |
90 |
99 |
3.80 |
Percentage |
3.31 |
11.04 |
33.42 |
24.86 |
27.34 |
In the light of table
no.2, a total number of 362 students gave their (100%) responses in favor of the
fourth statement as 110 (30.38%)
were strongly agree, 135 (37.29%)
agreed, 16 (4.41%) disagreed, 24
(6.62%) strongly disagreed and 77 (21.27%) were undecided meanwhile the mean
score was 3.88. So, the majority
of the respondents agreed that Online oriented classes material does not meet
the learner’s requirements than face to face oriented classes. From the fifth
statement, 107 (29.55%) strongly
agreed, 116 (32.040 %) agreed,
45 (12.43%) disagreed, 22 (6.07%) strongly disagreed, and 72 (19.88%) were undecided; meanwhile, the
mean score was 3.78. Therefore, the majority of the respondents agreed that the
students face difficulties through an online class. On the other hand, the sixth
statement showed 99 (27.34%) strongly
agreed, 90 (24.86%) agreed, 40(11.04%) disagreed, 12 (3.31%) strongly disagreed, and 121
(33.42%) were undecided; meanwhile, the mean score was 3.80. So, the majority
of the respondents agreed that Group discussions in online orientation classes are
necessary.
Table
3
S. No |
Item |
Options |
SDA |
DA |
UD |
A |
SA |
Mean |
7 |
Online oriented classes lack the
learning interactivity of face to face oriented class. |
Frequency |
21 |
73 |
87 |
122 |
59 |
3.39 |
Percentage |
5.80 |
20.16 |
24.03 |
33.07 |
16.29 |
|||
8 |
Online oriented classes increased usage of the
computer and the internet. |
Frequency |
20 |
62 |
72 |
142 |
66 |
3.49 |
Percentage |
5.52 |
17.12 |
19.88 |
39.22 |
18.23 |
|||
9 |
There was so much workload in online classes. |
Frequency |
18 |
58 |
72 |
69 |
145 |
3.74 |
Percentage |
4.97 |
16.02 |
19.88 |
19.06 |
40.05 |
In the light of table
no.3, a total number of 362 students gave their (100%) responses in favor of the
seventh statement as 59 (16.29%) were strongly agree, 122 (33.07%) agreed, 73
(20.16%) disagreed, 21 (5.80%) strongly
disagreed and 87 (24.03%) were
undecided meanwhile the mean score was 3.39. So, the majority of the
respondents agreed that online oriented classes
lack the learning interactivity than face to face oriented class. From the
eighth statement, 66 (18.23%) strongly
agreed, 142 (39.22%) agreed, 62
(17.12%) disagreed, 20 (5.52%)
were strongly disagree, and 70 (19.55%)
were undecided. The mean score was 3.49. So the majority of the respondents
agreed that online oriented classes increased usage of the computer and
the internet. On the other hand, the ninth statement showed that 145 (40.05%) strongly agreed, 69
(19.06%) agreed, 58 (16.02%) disagreed, 18
(4.97%) strongly disagreed, and
72 (19.88%) were undecided;
meanwhile, the mean score was 3.74. So, the majority of the respondents agreed
that there was so much workload in online classes.
Table 4
S. No |
Item |
Options |
SDA |
DA |
UD |
A |
SA |
Mean |
10 |
Learners obtained ample information from the
Online oriented classes about studies. |
Frequency |
8 |
49 |
178 |
74 |
53 |
3.77 |
Percentage |
2.20 |
13.53 |
49.17 |
20.44 |
14.64 |
|||
11 |
Learners got appropriate guidance through questions about
the study course through online oriented classes. |
Frequency |
18 |
60 |
34 |
101 |
149 |
3.39 |
Percentage |
4.97 |
16.57 |
9.39 |
27.90 |
41.16 |
|||
12 |
To assist curriculum in online oriented classes,
there was a lack of extensive empirical resources. |
Frequency |
22 |
14 |
69 |
112 |
145 |
3.27 |
Percentage |
6.07 |
3.86 |
19.06 |
30.93 |
40.05 |
In the light of table
no.4, a total number of 358 students gave their (100%) responses in favor of the
tenth statement as 53 (14.64%) were
strongly agree, 74 (20.44%) agreed,
49 (13.53%) disagreed, 8 (2.20%) strongly disagreed, and 178 (49.17%) were undecided meanwhile the
mean score was 3.36. So, the majority of the respondents that
learners obtained ample information from the Online oriented classes
about studies. From eleventh statement, 149 (41.62%) were strongly agree, 101 (27.90%) were agree, 60 (16.57%)
were disagree, 18 (4.97%) were
strongly disagree and34 (9.39%)
were undecided. The mean score was 3.37. So, the majority of the respondents
agreed that Learners got appropriate guidance through questions about the study
course through online oriented classes. On the other hand, the twelfth
statement showed that 145 (40.05%) strongly agreed, 112 (30.93%) agreed, 14
(3.86%) disagreed, 22 (6.07%) strongly disagreed, and 69 (19.06%) were
undecided; meanwhile, the mean score was 3.26. So, the majority of the
respondents agreed that To assist curriculum in online oriented classes, there
was a lack of extensive empirical resources.
Table 5
No |
Item |
Options |
SDA |
DA |
UD |
A |
SA |
Mean |
13 |
In online-based
courses, facilitation sessions are organized. |
Frequency |
10 |
50 |
72 |
123 |
107 |
3.58 |
Percentage |
2.76 |
13.81 |
19.88 |
33.97 |
29.55 |
|||
14 |
The
proper assessment of learners is impossible through online examination. |
Frequency |
18 |
65 |
89 |
126 |
60 |
3.30 |
Percentage |
4.97 |
17.95 |
24.58 |
34.31 |
16.57 |
|||
15 |
Proper
training should session should be conducted to guide the students and
teachers. |
Frequency |
30 |
66 |
38 |
101 |
125 |
3.23 |
Percentage |
8.28 |
18.23 |
10.49 |
27.09 |
34.53 |
In table no.5, an overall
number of 362 students gave their (100%) responses in favor of thirteen
statements as were 107 (29.55%)
strongly agree, 123 (33.97%) agreed,
50 (13.96%) disagreed, 10
(2.76%) were strongly disagree, and 72 (19.88%)
were undecided meanwhile the mean score was 3.56. So, the majority of the
respondents agreed that in online-based courses, facilitation sessions are
organized. From fourteen statement, 60 (16.57%) strongly agreed, 126 (34.31%) agreed, 65 (17.95%) disagreed, 18 (4.97%) were strongly disagree, and 89 (24.58%) were undecided. The mean score was 3.28. So, the proper
assessment of learners is impossible through online examination. On the other hand, fifteen statements showed
that 125 (34.53%) strongly agreed, 101 (27.09%) agreed, 66
(18.23%) disagreed, 30 (8.28%) strongly disagreed, and 66 (10.49%) were
undecided; meanwhile, the mean score was 3.22. So, the majority of the
respondents agree that Proper training should session should be conducted to
guide the students and teachers.
Conclusion and Recommendation
Butcher & Hoosen, 2014) noted that in order to have a critical view of these courses, as well as of the aspects related to maintaining a high standard of programmed online education, the evaluation of online classes should be an ongoing practice. Two forms of evaluation are incorporated into the model provided in this paper and include dimensions that help to assess all the components of online educational programs. This study presented to address the persons in charge of implementing online programs. Online learning must employ a sector-leading way of engaging learners in educational design. As demonstrated above, cooperation and interaction are essential components. Institutions should have specific statements in their portfolios about the position of online education.
• Institutions should understand that the reasons students choose online classes over face to face on campus.
• In teaching design, it is necessary to highlight that this will involve different strategies.
• Similarly, indicators should be mindful of the value variables that distinguish between wholly online oriented classes learning and face to face oriented classes campus-based to evaluating students satisfactions.
• There would be aware at all levels that online education poses very different classroom-based education challenges. For instance, this involves the 'instant reply' requirement in the online space.
• In supporting educators involved in online learning, course-specific administrative support is important.
• As part of the integration strategy, online education and learning grants organizations with opportunities to expand and assess the delivery of their institutions in different ways.
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Cite this article
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APA : Ullah, H., Muhammad., & Bakhsh, H. P. (2020). Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan. Global Educational Studies Review, V(III), 175-190. https://doi.org/10.31703/gesr.2020(V-III).18
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CHICAGO : Ullah, Hafeez, Muhammad, and Hashim Pear Bakhsh. 2020. "Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan." Global Educational Studies Review, V (III): 175-190 doi: 10.31703/gesr.2020(V-III).18
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HARVARD : ULLAH, H., MUHAMMAD. & BAKHSH, H. P. 2020. Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan. Global Educational Studies Review, V, 175-190.
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MHRA : Ullah, Hafeez, Muhammad, and Hashim Pear Bakhsh. 2020. "Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan." Global Educational Studies Review, V: 175-190
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MLA : Ullah, Hafeez, Muhammad, and Hashim Pear Bakhsh. "Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan." Global Educational Studies Review, V.III (2020): 175-190 Print.
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OXFORD : Ullah, Hafeez, Muhammad, , and Bakhsh, Hashim Pear (2020), "Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan", Global Educational Studies Review, V (III), 175-190
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TURABIAN : Ullah, Hafeez, Muhammad, and Hashim Pear Bakhsh. "Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan." Global Educational Studies Review V, no. III (2020): 175-190. https://doi.org/10.31703/gesr.2020(V-III).18