52 gesr 10.31703/gesr Global Educational Studies Review gesr 2708-2113 2708-3608 Humanity Publications Pakistan 392564 10.31703/gesr.2020(V-III).18 3033 1.0 article Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan Ullah Hafeez Ullah ahmadbinhafeez@gmail.com Conceptualization Writing – original draft Muhammad Muhammad Writing – review & editing Bakhsh Hashim Pear ahmadbinhafeez@gmail.com Writing – review & editing Department of Educational Training, The Islamia University of Bahawalpur PhD Scholar Punjab Pakistan Department of Education, University of Education Lahore, D.G Khan Campus MPhil Scholar Punjab Pakistan Corresponding Author: Hafeez Ullah, PhD Scholar, Department of Educational Training, The Islamia University of Bahawalpur, Punjab, Pakistan.. Email: ahmadbinhafeez@gmail.com

The authors declare that they have no conflicts of interest.

This study did not require formal ethics approval.

Data sharing is not applicable to this article.

 30 09 2020 09 2020 02 06 2022 5 3 Summer 175 190 02 06 2022

The authors received no specific funding for this work.

 2020 Humanity Publications This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License. Full Text PDF

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.

 Online Classes Quality Education Quality Development views1129 downloads0 html-views0 google-scholar-citations0 crossref-citations0 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).

Table 1

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.

 Conflict of Interest

The authors declare that they have no conflicts of interest.

 Ethics Statement

This study did not require formal ethics approval.

 Data Availability

Data sharing is not applicable to this article.

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