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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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“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
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“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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Metadata
- 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
- Social Sciences › Education › 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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