WHY DISTANCE LEARNING PROGRAMS FAIL TO BRING QUALITY: A CASE STUDY OF AN ONLINE DISTANCE LEARNING PROGRAM IN PAKISTAN
The paper identifies the reasons of ineffective implementation of distance learning programs in Pakistan. The distance learning programs are not new in Pakistan, but the induction of technology in these programs made them very different from the traditional distance learning program. On one hand, th...
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
International Islamic University Islamabad
2016
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| Acceso en línea: | https://doaj.org/article/8e3d931a625e4989b2abb98f25bc3da4 |
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| Sumario: | The paper identifies the reasons of ineffective implementation of distance learning programs in Pakistan. The distance learning programs are not new in Pakistan, but the induction of technology in these programs made them very different from the traditional distance learning program. On one hand, the use of technology created a huge attraction for people to enroll in these programs. On the other hand, the mode of delivery causes several problems. These problems are of unique nature, and administration is unable to address these due to lack of training and full understanding of the system. The current problems need innovative solutions. The qualitative research method was applied to find the multiple reasons that are responsible for the ineffective deployment of the system, and low learning experiences of students. The participants include the key stake holders such as faculty, administrators, Study Centre coordinators, students and staff. The paper highlighted three major areas; a) Poor policy at administrative level, b) Ineffective communication among stakeholders, and c) Low Learning experiences of students. The researcher's finding includes the in-depth analysis of the ineffective areas in the system. The finding and analysis indicates that the inconsistent policies at top leadership level, followed by the middle and lower administration. The major policy concerns are related to inconsistency, lack of consultancy with stake holders, untrained administrative staff, and poorly developed marketing campaign. The study also found that there is a lack of communication among stakeholders, especially between administration and the study centre coordinators. Due to lack of communication and poor coordination, the system is unable to produce desirable results. Lastly, the student's learning experience is at the lowest level due to lack of understanding of the distance learning mode of teaching. The paper concludes with the strong recommendations and suggestions come from the major stake holders to improve the system. These suggestions and recommendations include the seriousness in leadership to develop better policies with reasonable consistency, identify ways to reduce communication gap between different stakeholders. Lastly, the researcher argues to make academic reforms to provide better learning experiences to the students. |
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