Irshad Hussain PhD Department of Education The Islamia University of Bahawalpur Bahawalpur, PAKISTAN OR

 The Virtual University of Pakistan was established in 2002  It is pioneer in introducing and imparting ‘Virtual Education’ in the country  It was established to provide education for all at par with international standards and empowering the learners for challenging tasks through market-driven skill-based programmes  It exploits a mix of educational technologies for delivery of the world class education to bring about a change in the socio-economic conditions of the country  It extends interactive learning environments by adopting Hybrid Model for instructional delivery relying on modern technologies  Internet supplements the instructional delivery through its Virtual Television Network bridging-up the distance between the learners and their tutors and varsity

 To discuss the academic operations of the Virtual University of Pakistan  To identify the pedagogical practices of virtual education in Pakistan  To examine the instructional modes of virtual education in Pakistan  To identify the problems faced by virtual learners in Pakistan

Population The study consisted of two types of populations:  the students and  tutors & academicians of the Master of Business Administration Programme of Virtual University of Pakistan

Sampling  Convenient Sampling Technique  600 students and  60 tutors and / academicians

Data Collection  The researcher developed two research tools –questionnaires on five points rating (likert) scale  The researcher validated the research tools through their pilot testing at private virtual campus in Bahawalpur  The finalized research tools were administered on the respective samples through academic coordinators of the Private Virtual Campuses  The data were analyzed through Ms-Excel in terms of percentage and mean scores

Development of Course contents and presentation  Majority (84.9% and mean score 3.8) of the students was of the opinion that the objectives of the courses were clear and understandable for their maximum realization  The university designed and offered relevant contents of the instructional materials (8 1.7% with mean score 3.8) for achieving the objectives of the course(s) and ultimately the programme(s)  The concepts included in the courses were clearly elaborated (84.3%, mean score 3.9) for better understanding and comprehension of the students

 The university organized and presented the learning material in logical sequence (85.5% and mean score 3.9) and rationality  Contents of the instructional material were informative and instructive (87.2% with mean score 4.0) for enhancing the exposure of the virtual learners towards new knowledge  The instructional process accomplished followed by the learning activities (87.7% with mean score 4.0) for learning through reflective practice  majority of the learners was of the opinion that the contents of the instructional materials were presented in easy & understandable language (79%, mean score 3.8) according to their intellectual capacity and comprehension level

 A prominent majority of the learners was of the view that the personalities of the presenters were good looking (87%, mean score 4.0) properly dressed with attractive gestures for effective non-verbal communication  Language and accent of the presenter was easy (83.8%, mean score 3.9) & explicably understandable  The voice of the presenters was soft (87.7%, mean score 4.0) and clear with appropriate pulses & pauses  The presenter elaborated the concepts with the help of examples from real life (82.9% with mean score 3.8) for creating scientific thinking among the learners.

 Majority of the virtual learners used (89.5%, mean score 4.6) for asynchronous communication and interactions  The Virtual University of Pakistan hoisted its Learning Management System for promoting virtual discussion through moderated boards (99.3%, mean score 4.6)  Similarly, majority of the virtual learners made telephone or mobile phone calls (59.3%, mean score 3.2) for promoting synchronous communication & interactions with faculty and their fellow students

 The learners reflected that they worked on case studies (81.0%, mean score 4.0) for gaining all relevant information and/ or knowledge of and about the phenomenon  Tutors engaged the learners in preparing a certain number of assignments (99.5%, mean score 4.6) for each course  The university arranged discussions for virtual learners and they took part in such discussions (87.0%, mean score 4.0) either synchronously or asynchronously

 Similarly, discussions were accompanied by participating in online seminars (62.5%, mean score 3.4) for detailed information and knowledge of some specific topic(s) or issue(s) of emerging importance  The data reflected that tutors were optimistic and encouraged virtual learners by giving positive feedback (88%, mean score 3.1) and motivational comments on the assignments  The university organized quizzes (89.5%, mean score 4.2) for evaluating and assessing the subject knowledge of the virtual learners

 Virtual University of Pakistan provided and promoted opportunities of collaborative learning (89.5% mean score 4.1) by establishing a community of virtual learners or interest groups  The virtual learners practiced interactive learning environments (86.3% mean score 4.0) through and in virtual community of learners  The learners were of the opinion that they were provided opportunities of self-directed learning (87.2% mean score 4.0) to learn more objectively and more concisely according to their learning styles and study patterns

 Virtual learners in Pakistan faced the problems of [and due to] electricity failure (88.3%, mean score 4.0) which appeared as a big barrier in learning  The virtual learners also faced social and/family problems (87.5%, mean score 4.0) and could not submit assignments in their due time of submission  Physical isolation of virtual learners (90.5%, mean score 4.1) from their fellows and tutors appeared to be developing procrastinating attitude among them  Majority of the virtual learners were employed and related to working cohort, and therefore, they faced time management (90.6%, mean score 4.1) problems in ‘learning while earning’ situations

 The respondents were of the view that the courses were designed & developed by expert educationists and distinguished educational practitioners (93.4%, mean score 4.2) who had extensive experience  Academicians designed activity based courses (91.7%, mean score 4.1) which provided opportunities of meaningful learning; blended with its application  The activities consisted on assignments (100%, mean score 4.7) for the accomplishment of their learning  The Varsity organized quizzes (100%, mean score 4.6) for knowing and assessing the learners’ level of information

 The learners enjoyed discussion (95%, mean score 4.3) moderated for making them sharing information, learning experiences and explaining  The learners had benefits of the interactions with their tutors and fellow students (85%, mean score 4.2) for developing social and academic networking through asynchronous as well synchronous communications  The academicians of the virtual university designed projects and offered case studies (96.6%, mean score 4.2) to the learners for their active involvement in learning process  Tutors provided constructive comments (98.4%, mean score 4.4) and feedback on the academic work of virtual learners

 The VU Pakistan used its Virtual Television Network (100%, mean score 4.4) for instructional delivery  The television broadcasts were supplemented by internet (100%, mean score 4.3) for asynchronous instructional delivery  The university also provided Compact Diskettes (100%, mean score 4.4) of the materials of all courses for their use at homes

 Electricity failure and its inconsistency & frequent breakdown was reported to be the most pressing problem (98.4%, mean score 4.0)  Majority of the tutors and / or academicians (80%, mean score 3.7) were of the view that virtual learners faced social and/ or family problems as well  Isolation (83.3%, mean score 3.9) created difficulty for learners in learning through virtual education  Majority of the (81.7%, mean score 3.7) tutors and / academicians agreed that virtual learners had difficulties in their time management

 The varsity offered informative and innovative courses accompanying with self-instructional materials and activities  It appointed experienced and visionary personnel as tutors and academicians  It exploited its Virtual Television Network supplemented by Internet & CDs for instructional delivery  The tutor presenters appeared to be good looking having soft voice & clear accent with appropriate pauses and pulses  There learners were involved in learning process by assigning them assignments and activities

 The varsity promoted opportunities of collaborative learning in virtual learning environments.  The learners gained confidence and seriousness through activity based leaning comprising of case studies, assignments and projects.  The study packages reflected resilience but appeared to be creating soundness of thinking for developing creativity among learners  Apparently, the Virtual University of Pakistan used learner-centered pedagogy  However, the virtual learners faced problems like electricity failure, isolation, and lack of time management ability which appeared to be obstructing their learning