4th National Conference

of Computer Science and

Information Technology
(NCCSIT) 2020
LAHORE GARRISON UNIVERSITY, LAHORE,
PAKISTAN
Learn from Home (LFH):
contemporary issues and
efficacy of Online Distance
Learning (ODL) in Covid-19
era
Dr. Gabriel Ayodeji Ogunmola
ASSISTANT PROFESSOR, FACULTY OF BUSINESS, SHARDA
UNIVERSITY, UZBEKISTAN.
gabriel00lead@yahoo.com
Abstract
The study discusses the catastrophic consequences of the latest Covid – 19 virus
pandemic and the lockout culminating in it, so that the offline classroom has to be
turned into an electronic classroom. It discusses and explains the various online
teaching platforms, resources, strategies and technology used to ensure that
education does not end for students. It also defines tools, software that can be used
in a protected environment without cheating to perform an online test. It also looks
at the complexities of introducing online teaching methods. Based on the literature
review, the system was proposed to provide students with superior online
experience in a classroom that is as good as or better than offline classrooms. The
variables described were empirically evaluated using a standardized questionnaire;
250 respondents were carefully sampled. The results show that 56 percent of
communications such as online learning and the mean explanation is that online
classes provide versatility, but that there are major disadvantages in connectivity
and two-way communication issues.

Key words: COVID – 19, Educational Technologies, online learning, Zoom, lock-down,
MOOCs, iCloud, Learning Management Systems, Online Distance Leaning (ODL)
The spread of Covid-19 has
resulted in a pandemic that
has led to the closing down
of public life

However, class must

continue
Today's class depends on
technology. Online education
has a goal that it gives
option tostudents from all
over the world, through the
global Internet.
The term 'online
learning' is used to
connect a good
number of
programs,for both
students and
teachers using
Internet. ONLINE LEARNING CAN OR IT MAY BE

BE FULLY ONLINE BLENDED LEARNING

USING
FACE-TO-FACE
EDUCATION AS
WELL
 Research by Gilbert has
shown that effective online
instruction is affected by;

WELL- EFFECTIVE WELL- ACCEPTING THE Rapidly

DESIGNED COMMUNICATION PREPARED ONLINE LEARNING
OF THE AND FULLY-
improving
CONTENT, COMMUNITY,
INSTRUCTOR SUPPORTED technolog
AND LEARNERS, INSTRUCTORS; y.
Although countries
have different rate
of spread of
COVID-19 infection,
around 1.2 billion
students in 186
countries have been
affected as
universities and
colleges by school The objective is to
closures due to the ensure continuous
pandemic education with an aim
to minimize disruption
on the students'
learning.
FIGURE 1 GROWTH IN ONLINE EDUCATION GLOBALLY IN THE MONTH
OF FEBRUARY AND MARCH 2020
 The
research
problem and
objectives
The advent of this pandemic has made it impossible to conduct
the traditional teaching methods. Thus the study explores and
describes the present state of online classes, opportunities and
challenges. It is a novel research on the techniques and method
adopted by teachers to bring the offline classroom online and it
also empirically assess the effectiveness of LFH.
THE ONLINE EDUCATION
HAS ITS CHALLENGES
AND THESE
CHALLENGES CAN HAVE
HUGE IMPACT ON
EDUCATION IN
UNDERDEVELOPED AND
DEVELOPING
COUNTRIES
 With the introduction of 5G,
the „learning anywhere,
anytime‟ way of digital
education has been made
easy and achievable.

Even after COVID-19 epidemic ends,

the educational experts want to
continue with virtual reality
experience embedding in daily life
making it a habit.
Now
fromtraditional 12-13 weeks of study, educational institutions are
adopting intensive 6-8 week study. Emphasis is moving towards
skill development to provide a responsive and flexible approach,
self-regulated education for students
The educational
institutions are
using a number
of
tools used for online CONTENT
teaching.The SCREEN SHARING MANAGEMENT OFFLINE SCREEN
AND WEBCAM SHARING
suggested platforms LIVE SESSIONS SYSTEMS(CM SOFTWARE
for these groups of SOFTWARE S) WITHOUT Includes:
Includes: LIVE
universities are again SESSIONS
OBS Studio
Flashback
divided into 3 groups: Includes:
Express
You Apowersoft Free Online
Moodl Screen Recorder
Tube
e Deput Video Capture
Skype
Piazza
Discord
Zoom Google
Classroom
 Assessment is an integral part
of learning process.The table 2 provides a list
of few online assessment tools available,
some of these are free and some are
available both in free/paid category while
functionality is extended against paid
subscription.
Despite best effort
by teachers,
students
and parents, the
The trio need to pay heeds
stress and
to an innovative and healthy
depression has
routine but making our
made it very wellbeing bigger priority
challenging to than anything else. This is
study like in also an opportunity for
normal times. teaching staff to have better
communication with
parents
The students enrolled in
online programs face
several challenges during
coursework. Thus education
sector is very much focused
on the diverse range of
tools available for
imparting knowledge
 There are technical
challenges such as :

POOR LACK OF ONLINE SUBJECT DATA

INTERNET PRIOR ASSESSMENT SECURITY/
LIMITATI
PENETRATION AND PRIVACY
TRAINING ON
EVALUATIONS CONCERNS
 Challenges faced by
students during LFH

ISOLATIO NO DELAYED POOR INTERNET LACK OF

N COMMENCEME AND PROPER
PREVIOUS
LIMITATION OF HARDWARE
EXPERIENCE NT
FREE AND
SOFTWARE CLASSROOM
FEELING
Student/Instructor
Conflicts

LACK OF USE OF UNREALISTIC LITTLE TIME COMBINE

COMMITMENT RHETORI TIME FOR D
AND TRAINING C DEADLINES QUESTIONS CLASSES
AND DISRUPTED
TIMETABLE

Depending on the resources at
hand in universities, we can group
them into 3 categories:
UNIVERSITIES WITHOUT
LMS:
Many universitieshave not developed
their LMS therefore; they will
require a third party application to
function.
UNIVERSITIES WITH LMS (VIDEO
CONFERENCING NOT
INCLUDED):
Few universities do an LMS but they
may or may not have video
conferencing integration, so it looks
like that all these universities will
require video conference capability if
they are to work
UNIVERSITIES WITH LMS
(VIDEO CONFERENCING
INCLUDED):
A few universities have an LMS
and are using third-party video
conferencing solutions (e.g. Zoom,
WebEx, Adobe Connect, etc.)
Online Teaching
Framework
Online First 15-30 minutes of each lecture should be
for the lesson briefing and its concepts on
Google Meet/Zoom/Skype or any other medium

Teaching so that students can develop the interest in

that topic by understanding it. But the
recording must be uploaded in Google

Procedure classroom.
For next 10-15 minutes, students should go through
the material provided and students should note
down the questions to be asked from teacher

Teachers should have an interactive question answers session

for the next 15 minutes on Google classroom
Then, for the remaining time faculty should give them the
interesting case studies/assignments that can be completed
in remaining time. However the faculty member should not
pressurize students unnecessarily keeping in view power and
internet failures
Curriculum Monitoring and
Evaluation for Continuous
Development

Werecommend that after every session students receive

feedback and that faculty members get their daily
feedback to explore improvement areas in full. A basic
online questionnaire can be used to do this.
 Results and
Discussions

Figure 1: Gender distribution of the study

Figure 2: Age distribution of the study
population
Figure 3: Response on continuity of online
classes
From the information collected, maximum students like studying in online lessons were
recorded by the study population. However, a large majority of 56% of students have
reported e-learning.
24 % of respondents‟ does not appreciate online lessons, and 20% are
neutral.
The most common reason for students who like online classes was "studies time
becomes flexible" (43%). This was followed by "the location of the study is flexible" (20%),
"limited Face to face interaction" (12%), "no need to visit the campus" (8%), and other (8%).

There have been other factors found, which may play a negative role in online classrooms for
students. The most common problem with the online class was "Net-connectivity problems"
(41%), "extracurricular activities lack" (22%),
“Lack of two-way communication” (19), and finally “Not meeting friends” (18%).

The result shows that 35% were “mostly satisfied” 23% were “somewhat satisfied” 15% were
“completely satisfied,” 13% were “somewhat unsatisfied”, 11% were “mostly unsatisfied”,
and 7% were “completely unsatisfied”. There are various ways of efficiently delivering
online instruction.
The most popular source of student information for online classes after
review was videos (41%), "PPTs with audio" (32%), and "webinars and video conferencing”
(15%) and "PPTs with audio" (12%) as clearly mentioned. Finally, as seen in Figure 3, a
significant number of students (62%) prefer the online mode of continuity, while the
remainder (38%) want it to be stopped
 Conclusion &
Recommendation
s that maximum students favor online studying but
This study revealed
feel that the online mode of conducting lessons lacks a
number of co-curricular activities. The universities should draw up a
plan in order to allow students to engage in fun activities along with their
daily course study so that they remain fully involved in
the learning online.A larger group of students can undertake a study to
understand their views and their perception of online classes.A holistic
understanding of the decisions of each educator, the institutional
organizational context and strategies, and the emerging technologies
they use is important. Appropriate online education includes computer
technology, technical and
pedagogical competencies as well as resources and a culture where
online learning is a collaborative growth effort. Continuing the effective
educational process that students enjoy and benefit from is very
important. A similar study would help the Ministry of
Education to develop certain rules and guidelines in which certain online
activities and regular lecture sessions may be compulsory.