PERCEIVED EFFECTIVENESS OF E-LEARNING AMONG PARENTS OF SCHOOL-GOING CHILDREN DURING COVID 19 IN KARACHI – AN ANALYTICAL REVIEW
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Keywords

Perceived effectiveness of education
Online education
Online learning
School going children
Education
COVID 19

How to Cite

Iqbal, S. ., Burney, S., & Hanafi, M. R. (2020). PERCEIVED EFFECTIVENESS OF E-LEARNING AMONG PARENTS OF SCHOOL-GOING CHILDREN DURING COVID 19 IN KARACHI – AN ANALYTICAL REVIEW. Global Journal for Management and Administrative Sciences, 1(2), 55–72. https://doi.org/10.46568/gjmas.v1i2.18

Abstract

The study stems from the recognition of the social impact of the pandemic, where a significant aspect was relevant to dissemination of education during the pandemic. The immediate response by school management and teachers and the adoption of an alternate learning strategy by parents and school children has indeed been a matter of grave concern. This study attempts to analytical review the existing online learning and its effectiveness in terms of (i) communication and coordination (ii) instructional design (iii) utilization of relevant medium as perceived by parents of school going children. Based on the premise that online education was embraced as their remained no other choice for a child’s connectivity to his/her regular school activities, it is believed that it is critical to anticipate whether online education would be willingly adopted by parents and children if given a choice during COVID-19 Pandemic. The research conclusions are based on the results of a survey conducted among parents of children enrolled in private schools in Karachi. The study explores perceptions regarding various aspects of online education such as learner interactions with course content, student interactions with instructors, a more favourable software application for child’s educational progress, most convenient channel of communication with school management, most engaging instructional design and effective medium for online education to analytically review how school children are coping with the change in learning models.

https://doi.org/10.46568/gjmas.v1i2.18
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References

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Copyright (c) 2020 Dr Sobia Iqbal, Dr Shumaila Burney, Dr Munazza Rahim Hanafi