Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era
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Objective: During COVID-19 pandemic, the institutions in Pakistan have started online learning. This study explores the perception of teachers and students regarding its advantages, limitations and recommendations.Methods: This qualitative case study was conducted from March to April 2020. Using maximum variation sampling, 12 faculty members and 12 students from University College of Medicine and University College of Dentistry, Lahore were invited to participate. Four focus group interviews, two each with the faculty and students of medicine and dentistry were carried out. Data were transcribed verbatim and thematically analyzed using Atlas Ti.Results: The advantages included remote learning, comfort, accessibility, while the limitations involved inefficiency and difficulty in maintaining academic integrity. The recommendations were to train faculty on using online modalities and developing lesson plan with reduced cognitive load and increased interactivities.Conclusion: The current study supports the use of online learning in medical and dental institutes, considering its various advantages. Online learning modalities encourage student-centered learning and they are easily manageable during this lockdown situation. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2785 How to cite this:Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. 2020;36(COVID19-S4):COVID19-S27-S31. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2785 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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The advantages of e-learning were flexibility, accessibility, and student-centered learning environment, specifically self-directed and asynchronous learning.
“In a government sponsored survey, Mukhtar and colleagues determined that the advantages of e-learning were in the flexibility, accessibility, and student-centered learning environment, specifically self-directed and asynchronous learning (Mukhtar et al., 2020).”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Mukhtar et al., 2020
The Results identify flexibility, accessibility, and student-centered learning—including self-directed and asynchronous learning—as advantages. However, the Methods describe a qualitative case study using focus-group interviews, not a government-sponsored survey; the study limitations place it at a single private-sector university. Our copy does not establish government sponsorship. (LLM, conf=0.89)
Experimental — accuracy not yet measuredDisadvantages of e-learning include lack of feedback from students, attention span, and cheating.
“In addition to the disadvantages noted by Means and Neilser (2020), lack of feedback from students, attention span, and cheating were also cited as issues (Mukhtar et al., 2020).”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Mukhtar et al., 2020
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Nurabadi, A., Suhariadi, F., Mardiyanta, A., Triwiyanto, T., & Adha, M. A. (2022) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v11i3.22483 · Cited by 44 · see citing works
Perspective on pros and cons of microlearning in health education
Sözmen, E. Y. (2022) · Essays in Biochemistry · doi:10.1042/ebc20210047 · Cited by 43 · see citing works
Malik, A. A., Hassan, M., Rizwan, M. S., Mushtaque, I., Lak, T. A., & Hussain, M. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1124095 · Cited by 43 · see citing works
RetractedThe rise and drop of online learning: adaptability and future prospects
Najjar, N., Rouphael, M., Bitar, T., & Hleihel, W. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1522905 · Cited by 43 · see citing works
Punjani, K. K., & Mahadevan, K. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10665-2 · Cited by 42 · see citing works
Distance learning in Ukraine in COVID-19 emergency
Shevchenko, V., Malysh, N., & Tkachuk-Miroshnychenko, O. (2021) · Open Learning The Journal of Open Distance and e-Learning · doi:10.1080/02680513.2021.1967115 · Cited by 42 · see citing works
Online assessment in a business department during COVID-19: Challenges and practices
Hosseini, M. M., Egodawatte, G., & Ruzgar, N. S. (2021) · The International Journal of Management Education · doi:10.1016/j.ijme.2021.100556 · Cited by 42 · see citing works
El-Tanbouly, R., Hassan, Z., & El-Messeiry, S. (2021) · Frontiers in Molecular Biosciences · doi:10.3389/fmolb.2021.709395 · Cited by 41 · see citing works
Self-Perceived Impact of COVID-19 Pandemic by Dental Students in Bucharest
Iosif, L., Țâncu, A. M. C., Didilescu, A. C., Imre, M. M., Gălbinaşu, B. M., & Ilinca, R. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18105249 · Cited by 40 · see citing works
Affect-driven ordinal engagement measurement from video
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Impact of Covid-19 on Medical Students around the Globe
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Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah
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- Authors
- Mukhtar, K., Javed, K., Arooj, M., & Sethi, A.
- Affiliations
- University of Lahore (PK)
- Corresponding author
- Mukhtar, Khadijah
- Venue
- Pakistan Journal of Medical Sciences
- Publisher
- Pakistan Journal of Medical Sciences
- Published
- 2020-05-18
- Volume
- 36
- Issue
- COVID19-S4
- Pages
- S27-S31
- ISSN
- 1681-715X (ISSN-L)
- 1682-024X
- PMC
- PMC7306967
- OpenAlex
- W3027736467
- Cited by
- 1,300
- References
- 17
- Citations by year
- 2026: 29 · 2025: 63 · 2024: 164 · 2023: 310 · 2022: 414 · 2021: 268 · 2020: 52
- FWCI
- 396.14
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- Pakistan Journal of Medical Sciences (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › E-Learning and COVID-19
- Keywords
- online learning, COVID-19 pandemic, medical education, dental education, teacher perceptions, student perceptions, distance education, academic integrity, faculty training, lesson planning, cognitive load, student-centered learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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