Education is unavoidable for the survival of humans being. Allama Iqbal Open University (AIOU), Islamabad, is one of the institutions which plays an effective role in the cause of education. The objective of the study is to see the perception and level of satisfaction of the students and Resource Persons (RPs) about the online workshop offered by the AIOU for the Spring Semester 2020 (SS-2020). Data was collected through questionnaires. The population consists of B.Ed (Bachelor of Education) students and RPs who have conducted the online workshop. A sample of 300 students, including 200 male, 100 female students and 20 RPs, were chosen for the study. A convenient sampling technique was applied to the study. The study was a descriptive quantitative in nature. The data were analyzed by applying percentages. Results revealed that the majority of the students and RPs were satisfied with the online workshop as it provided an inclusive environment of learning and supported their learning. It shows that online workshop plays a momentous role in the delivery of education. The study in hand was significant for the teachers and students of AIOU.

This paper investigates the issues and challenges encountered by students obtaining distance education in Pakistan. We conducted interviews with students obtaining distance education and they were enrolled in different study programs. Qualitative interviews were conducted to understand the perception of the study participants regarding the issues and challenges faced by them in learning. Students from five distance learning programs were selected and five participants from each study program were interviewed in this study. The findings reveal that distance learning students encounter impediment in their learning due to their personal circumstances, teachers’ related issues, and due to assessment and evaluation issues. These factors negatively affect distance learners learning experiences. Based on the study findings, we provide recommendations to universities for enhancing distance learners experience.

This study evaluated the attitude of prospective teachers towards “guidance and counseling services” in distance education. The survey method was used for data collection from 730 B.Ed. learners of the AIOU by using questionnaires on a five-point rating (Likert) scale. The results indicated that the majority of the prospective teachers (80.24%) appeared to be satisfied with information services and the channels of providing such services by AIOU. More than half of the respondents (57.81%, 57.59%, and 57.81%) appeared were unsatisfied with the provision of tutors information, guidance by their tutors on writing assignments, and tutorial meetings (respectively). Overall, more than half of the respondents appeared with their positive perception about “guidance and counseling services”. The study recommended tutors training on how to tutor in distance education; how-to guide and facilitate distance learners in writing good assignments.

In an important way, this study investigates various aspects of community development and social support among participants in computer technology-enhanced distance education programs. The current analysis focuses on the characteristics that define communities and how students build and maintain them. Drawing on a series of interviews with 17 students, the study highlights the importance of community and its contribution to supporting them. This process is very important in developing a sense of community among students. Students derive satisfaction from the temporal intimacy of live lectures and the associated whisper facility for socializing in Web Relay Chat. They also exploited the near-simultaneous use of email and the timing of assignment submissions to subtly initiate email exchanges among themselves, as observed in the study. Overall, the interviews conducted in the study indicated that a strong sense of community benefits both individuals and programs, supporting educators' efforts to create such communities for online learners.