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SOLSTICE 2007 Conference, Edge Hill University1
Future E- Learning Prospects and Challenges: Higher Education in Pakistan
 
Saud Altaf 
(University Institute of Information Technology) University of AridAgriculture Rawalpindi Pakistan,saud@uaar.edu.pk 
Ch. Muhammad Azam
(Department of Statistics and Mathematics) University of Arid AgricultureRawalpindi Pakistan,azam@uaar.edu.pk ABSTRACT
E-learning is becoming a leading delivery method in workplace-learning settings acrossorganizations of various sectors and of varying sizes. Universities all over the world areimproving their methods of education and in view of continuing education and ultimatelearning as a necessary factor in teaching-learning environment and using Informationand Communication Technology (ICT) as a medium of knowledge distribution. Usuallearning has been restructuring in the form of virtual learning or web-based knowledge.However in Pakistan, where education is the most neglected area, distance andtechnology-based education is the slightest priority of educational universities and policymakers, and the enormous scope of this emerging educational domain is not muchrealized. Pakistan is facing significant challenges to meet new strains in education withits ever increasing population growth, remote and scattered populated areas, non-availability of resources (infrastructure, expert teachers etc.) and limited funding.Regardless of these difficulties, universities and institutions are not expanding sufficientto accommodate the increasing number of students who will be looking for access tosecondary and tertiary level education. Introducing web-based learning can be one of the anticipated solutions, but consecutively, it has its own inherited prospects andchallenges that have already started surfacing in the few distance or e-learninguniversities/institutions working in PakistanThis paper presents the current common challenges and future prospects for e-learningand possible insinuations for policy and practice by assimilate significant researchfindings. An effort is made to open out the motivations why online distance educationuniversities remained unsuccessful especially in developing countries, as well as rate of technology, deprived assessments and the lack of suitable commerce approaches. Thediscussion ends with the most vital issue of suggest solutions in higher educationuniversities of Pakistan.
 
SOLSTICE 2007 Conference, Edge Hill University2
KEYWORDS
E-learning, Challenges, Prospects.
INTRODUCTION
Challenges are natural components of any system, method, practice, etc. especiallywhen they are newly introduced; meanwhile without challenges there are fewer opportunities for improvement. E-learning is extensively used in generally of thedeveloped countries to endorse distance education and ultimate learning. It can bedistinct as an original approach for delivering electronically interceded, elegant, learner-centered, and interactive learning atmospheres to everyone, anyplace, anytime byexploiting the internet and digital expertise in concern with instructional plan ethics.Applications and processes of e-learning comprise web-based learning, computer-based learning, virtual classrooms, and digital teamwork, where contents are deliveredvia the internet, audio, video tape, and conferencing through video; satellite and etc(Hedge 2004:128-145). The rapid and concentrated use of Information andCommunication Technology in education in the developed countries facilitated to theestablishment of more than 90% information and communication technology baseduniversities called ‘virtual universities'. In addition, many world-leading conventionaluniversities are now also offering some of their academic courses through various ICTsfor their distant learners and established themselves as the ‘dual mode universities'.The significant launching of more than seven hundred courses from thirty sevenacademic disciplines as ‘Open coursewares' by Massachusetts Institute of Technologyoffers a marvellous resource for different faculties, students and self-learners all over the world (Hedge 2004:128-145). On the contrary, the structure of ICTs in thedeveloping or the least developed countries is very feeble and thus, concentrated use of e-learning in Distance Education is still a vision for their high education universities(Toor 2005:
 
67-76). In recent times, ICTs are quickly rising in some of the developingcountries, and that's why, it offers a chance to consider the use of ICTs in theendorsement of Distance Education. It offers students significant benefits as well asincrease access to learning, life-long learning chances, and expediency of time.Pakistan is one of the most countries in the world which population is increasing veryquickly. Though the literacy rate is officially said to be 48%, but according to privatesurvey the rate is only 42% by the end of year 2006.
 
More importantly, the opportunityfor higher education is tremendously partial in Pakistan, and therefore, even students,who can afford to finance their studies, it is very difficult to get admission into theuniversities due to limited capacity. Dropouts in education from primary to the universitylevel are very high in Pakistan mainly due to economic and other social reasons. Thissituation is well reflecting in very high enrolment of students at Allama Iqbal OpenUniversity (AIOU). Recently, ICTs are quickly expanding in Pakistan due to thederegulation of laws and policies by the Government of Pakistan. Therefore,introduction of more e-learning or ICTs may increase Distance Education in Pakistan.In Pakistan, distance learning was first commenced by AIOU in 1974 which is the firstnational distance learning university. However, AIOU is still using typically conventional
 
SOLSTICE 2007 Conference, Edge Hill University3
one way method for delivering lectures and less far behind to apply modern interactiveICTs in delivering its courses. However by the end of year 2001 it was becomingobvious to the government of Pakistan that the targeted development was not beingachieved, the major problems identified for this deficiency were:
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Common features that do not allow certain people to go to other cities of Pakistan.
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Elevated cost of higher education especially IT education.
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Severe lack of high superiority faculty.
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Shortage of seats for the students in the higher education Universities.
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Higher education Universities located in the undeveloped areas. The Virtual University started recording its lectures in January 2002 and broadcasted itsfirst lecture on 23 March 2002. It was an immense accomplishment for the groupworking under the supervision of Dr. Naveed Malik, the Rector of the Virtual University.However, not enough lead-time for the research and delivery of lectures was a seriousconstraint, and must be addressed in the recording of next semester’s lectures (Peter T,2000). One very important aspect of this project is the training and learning curveemerging for instructors ready to act as e-moderators for distance learning courses.Some instructors were new to the concept and took a while getting used to TVrecordings and initializing web discussions. Other quality issues will also have to beironed out. Hopefully as capacity develops in instructional design and the broadcastmode of lecture delivery, the course offerings would improve (Toor 2005: 67-76).The need of the day was to produce a large number of educated forces within theshortest possible time. This paper thus focuses the current status and future prospectsand Challenges for introducing e-learning in Distance Education in Pakistan and ICTinfrastructure of this country.
BACKGROUND
In prospective of e-learning in Pakistan is a significant matter for several pressingreasons. First reason, those who join work force without completing their studies due tofamily commitments are unable to work for studies and also to find a place in thetraditional institutions of higher learning, even if some of them have strong desire tohigher studies. Secondly, the vast majority of the people live in middle class. They areunable to attend the urban based universities and remain deprived of higher educationdespite their superior merit. Thirdly, the opportunity for higher education i.e., the placesare extremely limited in Pakistan. Therefore, even those who can afford to finance their studies find it difficult to get admitted to any university. Fourthly, the tradition of childlabour, childhood and early marriage in the country deprives the female population fromhigher education. Besides, there are some other usual factors like bodily disabilities,inaccessibility of localities, higher tuition fees in most private universities, and so on.These are the reasons for why millions of people are deprived from higher education inPakistan despite their keen interest and eligibilities (Peter T, 2000). E-learning and
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