Perspective Chapter: Open Online Courses in Pakistan – Current Practices and What Needs to Be Done?

Abstract

The chapter highlights the existing course recording processes in Pakistan and addresses the need for futuristic approach toward building a platform for Massive Open Online Courses (MOOCs). Virtual University of Pakistan is a state-of-the-art first of its kinds online University of Pakistan that has its own satellite channels for asynchronous mode of distance education. The chapter entails the utility of already available resources of VU in providing MOOCs for Pakistani audiences. The chapter further discusses the barriers of online learning and MOOCs from different studies around the world. The prospects concerning what needs to be done are discussed at length with especial focus to Pakistan and in general to the overall future trends in MOOCs.

1. Introduction

Massive open online courses (MOOCs) are a relatively novel concept and the academic world has seen a peak in its utility after the unprecedented COVID-19 outbreak [1]. It is very helpful in distance education. Distance education is a mode of learning where students and teachers are not physically present simultaneously. Distance education is not bound by time and space as well. It further has two categories; synchronous and asynchronous modes.

1.1 Synchronous mode

A kind of distance education where students and teachers join at the same time is called as real-time or near-real-time. The participants can be geographically dispersed or available in the same vicinity [2]. However, Hewett [3] suggests that synchronous modes also require asynchronous modes to distributing and collecting course material and learning activities.

1.2 Asynchronous mode

A type of distance education where teachers and students do not join in the same time and at same location is called as asynchronous mode of learning. The teaching learning process is not real-time rather it is ICT based. It is more likely to offer self-paced learning [4].

Virtual University of Pakistan is the only online University in Pakistan that provides education through online mode. It has been working since its creation in 2002 in different degree programs, for which it records the courses and uses a Learning Management System (LMS) for teaching-learning process [5]. However, with the unprecedented outbreak of pandemic COVID-19 the whole world has suffered a lot, especially in the field of education. The world has become a global village and now it is high time to create knowledge-sharing platforms for each country and developing countries are in dire need of such resources.

Pakistan being a developing country and with only 57% of literacy rate, and above 60% of youth rate it is predominantly essential for it to develop such resources for the youth. Virtual University is the platform that has the basic infrastructure of course recording and developing for Pakistan however, with the changing times it needs better outlook, better research and inculcation of international standards and competitiveness. The need of the hour is to strengthen the resources of Virtual University and further expand them to incorporate changes occurred at international level. Virtual University has developed LMS based on asynchronous mode of learning. The MOOCs also work on asynchronous mode. One criticism from academia on asynchronous mode is about the quality of education [6]. Virtual University despite seeing exponential growth in admissions still struggle to achieve the hallmark of quality education provider. Though this is attributed to nothing other than the mode of education it offers. Latest admission history of Virtual University shows that high achievers are preferring to get admission there. This is a foundation stone in changing the mindset of general masses and academia toward quality education through asynchronous mode. Having said this, uplifting the level of quality of education is an uphill task. This requires fundamental changes and conformance to the international practices of course recording and module development.

Therefore, this chapter is planned to design a model of course development for Virtual University that is relevant to international standards of online and distributed learning. This research will focus on reviewing the international standards of course development for different levels. Compare them with that of Pakistan, and then propose a model for the University to adopt. The core goal of this research work is to develop a massive open online courses (MOOCs) setup for Pakistan.

2. Types of tools used in asynchronous and synchronous modes

As aforementioned both types have significant difference in the modality of content deliverance and learning activities, tools required by the two are also significant different. Table 1 illustrates separate tools for the two modes.

Asynchronous tools	Synchronous tools
Email	Text-based chat
Discussion/message boards	Voice-based chats
Blogs/Vlogs	Audio/video conferencing
Social media sites/applications	Web conferencing
Streaming audio/video	Virtual worlds
Wikis	White boards
Non-real-time document sharing	Real-time document sharing
e-tickets	Adobe connect/zoom/meet/teams applications

Table 1.

Tools used in synchronous and asynchronous modes.

Adapted from Mick and Middlebrook [2].

Khalil and Ebner [7] report that MOOCs offer a few technical subjects and courses in social science domain that are increasing on a day-to-day basis but still the courses are not enough. There are similar platforms like MOOCs such as Udemy, Udacity, Brilliant, Coursera, edX, Khan Academy, Mind Valley, Skillshare, and DataCamp [8]. All these platforms are paid, with a slight option of free courses of general attraction. According to Yanxuan [9], XuetangX is a non-English MOOCs provider platform in China with 400+ courses and 5Million + users which has also developed android and IOS applications for learners. Alison is considered to be first platform for MOOCs used in Ireland that offers free of cost online courses [10]. Schettino and Capone [11] reported that in 2021, 220 million learners accessed MOOCs alone. It is important to design MOOCs that include active learning experiences which use several resources and tools in order to foster learners’ engagement [12]. In the literature, it can be found that majority of the work done on MOOC is related to learning and learner-centered [13].

3. Objectives of this research

Very specifically, this research has the following objectives.

1. Reviewing the current practices of course development in Virtual University of Pakistan.

2. Compare the international standard practices of MOOCs.

3. Propose a futuristic model for MOOCs in Pakistan.

3.1 Significance of the study

The research will be significant for the Virtual University of Pakistan—the first state-of-the-art information communication and technology (ICT) based university—that provides online education through asynchronous mode, in developing a platform such as MOOCs which can facilitate not only the formal degree program based higher education but also cater to the needs of out of school children (OOSC). The outcome of this research will offer a comprehensive platform that will be useful to entrepreneurship elements, IT industry, and skill-based modules for masses. It will also be helpful for all universities in Pakistan that are planning to adopt online education mode or blended learning mode. This will further increase the higher education ratio in the country. The need of the changing time is to offer flexible learning to students which the proposed platform will take care of. The platform will be made global as at present the outreach of Virtual University of Pakistan is worldwide, hence the resource developed by the University will benefit the students and masses across the map. It will further provide basis for policy decisions on micro-credentials and their adoption in regular degree programs against grade point averages (GPA) in the scheme of studies.

3.2 Methodology

As this study peculiarly focused on Virtual university, an evaluative case study research method was used. Case study is a research type where a unit is selected based on the significance of that unit and all aspects of that unit are minutely observed [14]. Evaluative case study further evaluates the pros and cons of that unit. There are instances where a whole phenomenon is taken as a case and evaluative case study method is applied, for example, see [15]. Driven in the qualitative approach of research, case study helps in getting detailed information and experiences of the case under study. Chadderton and Torrance [16] used the term case study for a whole phenomenon, which is later followed by many researchers globally.

3.3 Sampling design

In evaluative case study, the case is studied from all aspects for (a) having an insight into the tiny details of the case; (b) to evaluate the existing practice; and (c) to propose changes. The Virtual University has different useful resources which help in its teaching-learning process. The list of such important resources is pasted below:

1. VU website (www.vu.edu.pk/)

2. VU LMS (administrative view—for faculty)

3. VU LMS (student view)

4. VU Virtual Information System (VIS)

5. VU examination system

6. OpenCourseware

All these sections are online available. There are five faculties of Virtual University namely (1) Faculty of Arts, (2) Faculty of CS & IT, (3) Faculty of Education, (4) Faculty of Management, and (5) Faculty of Science and Technology [17]. There are more than 400 courses offered in these five faculties. The research belonged to the Faculty of Education. There are 72 theoretical courses in Faculty of Education and 16 practical courses. The researcher viewed 50% of the theoretical courses from Education faculty. Apart from education, 2 courses from each other faculties were always reviewed by the researcher.

3.4 Instrument

Research being a faculty member of the University for the last seven years, has observed the system closely, and hence served as an insider to this case study. The case study design requires emic view of the researcher [18] hence the data was reviewed by the researcher based on the experience at the University, and for the objectives of this chapter, the researcher observed the above-mentioned resources again. The observations were not structures, rather open-ended to view and understand the phenomenon of this case.

3.5 Procedure

The researcher accessed the resources mentioned in the sampling design section. The VU LMS for students end is an interface which is used by students enrolled at VU. The students can get access to the video lectures, its handouts, pre-assessment, and post-assessment and other learning-related activities. The videos were watched and handouts were studied by the researcher, the videos are available on its OpenCourseWare [19]. The difficulties which the researcher faced were noted down by the researcher during this activity.

The VIS has mostly administrative and human resource data and information. The rules such as academic, examination, course recording, engaging with students, and data related to students’ demographics and academic achievements are generally available in VIS. The data related to students was also accessed to see their demographics and learning achievements.

3.6 Analysis

Based on the review of the different sections of the University, the researcher analyzed the mechanism separately. For the clarity of writing, the analysis of all sections is merged and presented in the form of a report.

3.7 Current practices of course development at VU

It is pertinent to mention here that VU is providing Education in asynchronous mode. The lectures by senior and distinguished faculty members from across the country and from abroad as well, are recorded and then teaching-learning process takes place through a state-of-the-art learning management system (LMS) of the University.

The academic department submits request of course(s) required in the degree programs as per approved scheme of studies. The course development section of the university shares the pre-set procedure for resource person to apply for the procedure.

The procedure includes the following:

1. Three resource persons will be identified for the course development.

2. These 3 resource persons must have taught that subject at university level.

3. CVs of all resource persons.

4. Verified documents such as academic degrees and experience letters of all resource persons.

5. A score sheet having different section is used to evaluate the profiles of the resource persons.

6. After ranking the scores of resource persons, a meeting of course development committee is conducted where the scores are displayed and profiles are discussed.

7. After successful approval from the committee, the top scorer is shortlisted for an audition in the recording studio.

8. Audition team scrutinizes the appropriateness of visual and vocal quality of the resource person, if found okay then resource person proceeds with the course recording, and if the audition is not approved then the next resource person on the list of 3 is invited for the audition. In this way, if all three resource persons do not qualify the audition the same process is initiated again.

Once the resource person is selected the academics department requires a brief course outline. The outline is reviewed internally by the department with the Higher Education Commission guidelines for that degree programs and course. Any changes/revisions are suggested by the internal review team.

After the revised course outline is approved by the department, the resource person is asked to send a detailed session plan of the course. This detailed session plan includes, learning outcomes for each topic and sub-topic. Reading material and reference books, assessment types and procedures, learning activities, and/or resources required for the content to be delivered. This detailed session plan is sent for external reviewers to domain experts outside the university. The external reviewer evaluates the detailed session plan. Changes if suggested are incorporated by the resource person and then formally course recording begins.

A faculty member from the department is associated with the resource person. This internal member is called as quality assurance (QA) person, who is responsible for checking and ensuring that detailed session plan is followed in recording.

After analyzing the existing system of Virtual University, the researcher reviewed the literature to have a comparative analysis of what problems the world is facing in delivering online education. This is done to view a comprehensive picture of the course recording, its barriers, and then recommend its plausible solutions.

3.8 Barriers to effective distance education.

Besides multi-lateral uses of distance education through online mode there are a few barriers to make online distance education as effective as it is. The review analysis of the literature helped the researcher identifying a few most commonly reported problems.

Student motivation—in asynchronous mode of learning is a basic barrier to learning [20] and in MOOCs where there is no external monitoring or pressure students need to have strong intrinsic motivation to continue the learning. Tuckman [21] explained that concepts such as autonomy are prevalent in distance education which directly affects the internal motivation of students.

Domestic distractions—with recent economic crises in Pakistan where Floods of 2022 have severely hit the lifestyle and infrastructure of almost 60% of Pakistan, and devaluation of currency with exponential inflation, the domestic distraction faced by Pakistanis is huge and worrisome. As per the press release of World Bank [22], Pakistan’s flood damages are USD 14.9 billion and economic losses of USD 15.2 billion, and rehabilitation estimates are USD 16.3 billion.

Unreliable internet—as per Speedtest Global Index [23], Pakistan is in 152nd position out of 179 with 10.1 mbps speed in internet fixed broadband and on 119th position out of 138 in mobile internet global performance with 14.58 mbps speed.

Lack of technological resources to masses—PISA [24] reports that in Pakistan out of 200 million population only 23.2 million are smartphone users, which is only 12% in proportion.

Dropout—high-level dropout from MOOCs is also observed by Eriksson, Adawi and Stohr [25] in MOOCs owing to different perceptions students might have.

Language barrier—another barrier is language. There are different languages for different regions. The videos can be in English language for global outreach, or at maximum it can be bilingual: English and Urdu. The possible solution is to add google translator bar embedded in the platform or seek other resources to translate the language so that audience/students can translate the videos in their language of interest. Starting with four main provincial languages of Pakistan will serve this cause.

Security risk and safety issue—With online education there comes a barrier of phishing scam and online fraud [26]. Countries like Pakistan need to be more cautious while increasing the use of online technology, because of unawareness of most of the market users the chances of digital scam are inflated. A report published by United Nations [27] also highlights that many educational institutions faced and suffered from online attacks during COVID-19 transition of online education.

3.9 What needs to be done: take the future head-on

Following are a few considerations in making MOOCs in Pakistan futuristic.

3.9.1 Focus on skills

Academia has been making noise on the issue of knowledge-based education versus skills-based education for quite some time now. Academia-industry linkages also highlight the fact that graduates need to focus more on skills than theoretical knowledge only.

3.9.2 Activity-based learning.

Shrader et al. [28] through rigorous analysis of courses of MOOCs identified single-activity and multiple-activity courses and concluded that multiple activities such as watching lecture videos, being active in forums, quizzes, assignments, discussions, and others, increase the interest of students and keep them engaged in learning hence producing better results. This type further limits the gap between all types of learner discriminations and difficulties.

3.9.3 Project learning

A MOOC course needs to be project-learning driven. Since, it is presumed that MOOCs can offer skills-based education; the best way to evaluate such learning is to let the learners do a project as an outcome of the course [29].

3.9.4 Integrated learning approach

Najafi, Evans, and Federico [30] suggest in their research that integrated approach is best suited to students in MOOC courses as they can highly depend on self-study. By integrating the MOOC course with open courseware will increase leaners satisfaction as well.

3.9.5 Micro-credentials accreditation

An issue at present faced in Pakistan is the accreditation of online degree programs. The accreditation councils need to take up this task at priority and come up with instruments to measure online education. After accreditation of online degree programs, next thing is to consider micro-credentials. Skill based education is the future. Having micro-credentials from different MOOCs should be considered by regulating body the higher education commission (HEC) of Pakistan. The world must consider shifting to global education having certain courses from different platforms to merge them in a degree program.

3.9.6 OpenCourseWare

OpenCourseWare (OCW) is a must for online platform to maximize the outreach of the diverse courses. For open accessibility and scalability these platforms need to be free for all.

Use and integration of artificial intelligence (AI) in the teaching-learning process in online systems especially asynchronous mode is one future trend that needs to be incorporated. The LMS of VU is facilitative of an interactive learning experience. The new LMS orientation of VU supports pre-assessment and post-assessment for each topic. To know the prior knowledge of learners on a topic pre-assessment is used. This is based on the idea of brain-storming session a teacher conducts before start of the lecture. The results of pre-assessment when compared with the results of post-assessment present a picture of learning by students.

Adding the feature of AI in the LMS will further help the learners in asking real-time queries while watching the videos and reading the handouts. This will clear the concepts of learners while studying and they would not have to post their queries in discussion boards.

3.9.7 Flexible assessment

Help in international assessments such TIMSS and PISA. Pakistan’s performance in TIMSS in 2019 was horrible, as Halai [31] states Pakistan stood second to the bottom. Although MOOCs adopt peer assessment as an alternate method of evaluating assignments, yet it is still not an adequate measure of their performance [32]. Alternate method of assignment grading is still required; the use of AI can fill the gap.

3.9.8 Role of teacher as a facilitator

The teacher in this advanced set-up can claim all-knowing. The role of teacher for MOOCs needs to be re-devised as the mode of teaching, content, and assessment are also changed in it. Much of the new proposed outlook of MOOCs are like facilitation where learners can study on a self-pace. Asynchronous teachers need to be more facilitative as there is no direct communication only written conversations take place [33].

3.9.9 Cater to the needs to learners with special abilities

Students with special abilities are often deprived of most of opportunities. This MOOCs education has the provision of catering to the needs of such students. With technology, every limitation can be overcome. Students with reading problems, auditory difficulty, mobility restriction or any physical injury can all continue their education through MOOCs platform.

Majority of the work done on MOOCs research is predominantly driven from United States, China, and India, respectively. Hence, it is high time for developing countries to take MOOCs as the next normal thing in education.

3.10 Future of course recording at Virtual University

After sharing the plausible solutions and improvement opportunities from the literature, Virtual University needs to revisit and re-plan its course recording process. The examples of Coursera and edX are great milestones to be followed. The interactive course recording process is imperative, because learners need to be active and participating in the session to learn skills. Along with the text and speech, the modules being recorded need to be enriched with multiple IT graphics tools and techniques. Hands-on activities need to be embedded in the course videos, even in theoretical courses. The old story-telling method needs to be eliminated at the earliest possible. If, VU has to take the lead of offering MOOCs in Pakistan, then it has to make a paradigm shift from only focusing on classroom lecture-based recording system to skill-based micro-credentials recording, and with multiple resource persons having specific expertise even in a single course. The concept of multiple resource persons also need to be incorporated as it catches and maintain interest during the course, and includes multiple assessment techniques.

Flexible assessment as mentioned in the “way forward” section above is the next big thing that will revolutionize the MOOCs in Pakistan. The use of AI in terms of identifying the learning gaps of the learners, and grading assignments will help in systematic identification of learners’ difficulties and also provide real-time feedback to them. The feedback is important but more important is the response time of that feedback; the earlier the feedback, the earlier will be learner improve. The AI needs to be embedded in the LMS of the students’ end, where they watch the videos, they can post questions and get their queries addressed at the spot.

4. Conclusions

It is about time for Pakistan to prepare a platform for a digital native generation who are born in a digital environment. The platform in itself has to create enjoyment in learning, value, and relatedness for students. Students remain the nucleus of all educational activities and research; therefore, the feedback and expectation of students needs need to be catered to. In Pakistan, where quality of Education and especially higher education is always under question, it is high time to launch MOOCs as it will provide an opportunity to vitalize education. While the history of MOOCs is reported to be as old as 2008 only [34], but almost all developed countries have developed their own platforms. Discussion of Open Education Resources (OER) and Blended Learning needs to be initiated alongside MOOCs, as students’ attention is still under question in current format of MOOCs. Adding blended learning feature in MOOCs will settle the issue of informal learning that students face during lack of external motivation, but expanding it beyond on-campus courses is the challenge for the future. Virtual University of Pakistan as discussed in the upper sections of this chapter; can become a useful resource by becoming the platform of MOOCs in Pakistan and with its outreach across the globe; it can soon come in the queue of Edx, Coursera, MITx, etc. Continuous monitoring of MOOCs needs to be done to identify the trends of learners especially related to their engagement with courses and dropout rates. Regular feedback from leaners might also help further strengthening the MOOCs platform.

Acknowledgments

The author of this chapter acknowledges the support of The Rector, Professor Dr. Arshad Saleem Bhatti (S.I, T.I), Virtual University of Pakistan in encouraging to continue this chapter and also allow the funding to pay the publication charges.

Conflict of interest

The author declare no conflict of interest.