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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Autor principal:	Arshad Bashir
Formato:	article
Lenguaje:	EN
Publicado:	International Islamic University Islamabad 2016
Materias:	Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/8e3d931a625e4989b2abb98f25bc3da4
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spelling	oai:doaj.org-article:8e3d931a625e4989b2abb98f25bc3da42021-12-03T06:28:19ZWHY DISTANCE LEARNING PROGRAMS FAIL TO BRING QUALITY: A CASE STUDY OF AN ONLINE DISTANCE LEARNING PROGRAM IN PAKISTAN2520-71562520-716410.36261/ijdeel.v1i2.356https://doaj.org/article/8e3d931a625e4989b2abb98f25bc3da42016-06-01T00:00:00Zhttp://irigs.iiu.edu.pk:64447/ojs/index.php/IJDEEL/article/view/356https://doaj.org/toc/2520-7156https://doaj.org/toc/2520-7164The 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.Arshad BashirInternational Islamic University IslamabadarticleTheory and practice of educationLB5-3640ENInternational Journal of Distance Education and E-Learning , Vol 1, Iss 2 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Theory and practice of education LB5-3640
spellingShingle	Theory and practice of education LB5-3640 Arshad Bashir WHY DISTANCE LEARNING PROGRAMS FAIL TO BRING QUALITY: A CASE STUDY OF AN ONLINE DISTANCE LEARNING PROGRAM IN PAKISTAN
description	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.
format	article
author	Arshad Bashir
author_facet	Arshad Bashir
author_sort	Arshad Bashir
title	WHY DISTANCE LEARNING PROGRAMS FAIL TO BRING QUALITY: A CASE STUDY OF AN ONLINE DISTANCE LEARNING PROGRAM IN PAKISTAN
title_short	WHY DISTANCE LEARNING PROGRAMS FAIL TO BRING QUALITY: A CASE STUDY OF AN ONLINE DISTANCE LEARNING PROGRAM IN PAKISTAN
title_full	WHY DISTANCE LEARNING PROGRAMS FAIL TO BRING QUALITY: A CASE STUDY OF AN ONLINE DISTANCE LEARNING PROGRAM IN PAKISTAN
title_fullStr	WHY DISTANCE LEARNING PROGRAMS FAIL TO BRING QUALITY: A CASE STUDY OF AN ONLINE DISTANCE LEARNING PROGRAM IN PAKISTAN
title_full_unstemmed	WHY DISTANCE LEARNING PROGRAMS FAIL TO BRING QUALITY: A CASE STUDY OF AN ONLINE DISTANCE LEARNING PROGRAM IN PAKISTAN
title_sort	why distance learning programs fail to bring quality: a case study of an online distance learning program in pakistan
publisher	International Islamic University Islamabad
publishDate	2016
url	https://doaj.org/article/8e3d931a625e4989b2abb98f25bc3da4
work_keys_str_mv	AT arshadbashir whydistancelearningprogramsfailtobringqualityacasestudyofanonlinedistancelearningprograminpakistan
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WHY DISTANCE LEARNING PROGRAMS FAIL TO BRING QUALITY: A CASE STUDY OF AN ONLINE DISTANCE LEARNING PROGRAM IN PAKISTAN

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