Online Education

4 Minutes Read


THE COVID-19 epidemic has thrown the globe into disarray, affecting many industries and ushering in some new trends. The school sector in Pakistan, which was already in shambles, was profoundly shaken by the coronavirus outbreak. Pakistan, like other nations, accepted the change and switched its traditional educational institutions’ regular classes to online platforms. There were, and continue to be, several roadblocks in the move to online learning, but the system is steadily overcoming them (Adnan, and Anwar, 2020).

Even though the nature of the problem is widely acknowledged, online classes as a solution have significant drawbacks. As a result, it is turning out to be a dud plan. In the country’s outlying locations, infrastructure and internet access are either inadequate or non-existent. As a result, pupils who are unable to use the Internet are denied access to education. The game does not end here, and students have to face online examinations (Bari, 2020).

Students that are enrolled in virtual world classes are similarly dissatisfied with the system. On the other hand, teachers have expressed worry about various issues, the most difficult of which is student evaluation. In social studies and the humanities, the policy of open-book exams is beneficial. A question can be addressed in a variety of ways in these disciplines (Waqar, 2020).

However, conducting fair and transparent online tests remains a difficult challenge. The Higher Education Commission (HEC) and institutions lack a reliable system for conducting safe and monitored online tests that might prevent cheating. Students have no other choice except to cheat because online education does not ensure satisfaction through studies. The problems of online schooling are numerous. It must not only include pupils in rural places but also ensure that pupils are assessed fairly.


In the light of the above discussion, it can be said that online education was the best option to continue the session. But there is a need for specific policies to maintain and empower the online system of education. There is a need for training for the students and teachers to ensure quality education. Internet facility must be provided in remote areas so that the students can attend the classes.


Adnan, M. and Anwar, K., 2020. Online Learning amid the COVID-19 Pandemic: Students’ Perspectives. Online Submission2(1), pp.45-51.

Bari, F. (2020). Online teaching. [online] DAWN.COM. Available at: [Accessed 14 Jun. 2021].

Waqar, K. (2020). GOING ONLINE: LESSONS FROM THE CLASSROOM. [online] DAWN.COM. Available at:

Tags: No tags

2 Responses

Add a Comment

Your email address will not be published. Required fields are marked *