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List of abbreviations

Open education resource .......................................................................OER

United Nations Education and Scientific Cooperation OrganizationUNESCO


Punjab Information Technology Board.................................................PITB
Punjab Curriculum and Textbook Board.............................................PCTB
Planning Commission form No. 1..........................................................PC-I
Centre for Technology in Education ......................................................CTE
Information Technology University .......................................................ITU
Hyperlink text based markup language..............................................HTML
Multiple Choice Questions..................................................................MCQs
Information Communication technologies ..........................................ICTs

School Education Department ............................................................. SED


The Department for International Development .................................DFID
International Monetary Fund..................................................................IMF
Millennium Development Goals ........................................................MDGs
United Nations Development Program...............................................UNDP

Table of Figures
Table No. 1..................... Standard-wise digitized content on the Online Education Repository
Table No. 2......................Chi-square test Internet at Home
Table No. 3....................Chi-square test Internet at School
Table No. 4....................Chi-square test students comprehension
Table No. 5...............................Chi-square test teachers comfort
Table No. 6......................Chi-square test teachers manual
Fig: 4.1............................ Traffic from 01st Jan to 16th Jan 2017
Fig; 4.2............................ Weekly trend of visits
Fig: 4.3............................ Percentage users by time duration visit

Content
1. Introduction............................................................................................................ 3
2. Punjab Government E-learning initiative.....................................................................3
2.1. Open education resource (OER)...........................................................................4
2.2. Infrastructure and Support in Public schools..........................................................5
3. Best international practices of E-learning.....................................................................6
3.1. India............................................................................................................... 6
3.2. Malaysia.......................................................................................................... 7
4. Analysis of current status and perception of users..........................................................7
4.1. User traffic Analysis of OER................................................................................8
4.2. Perception Survey.............................................................................................. 9
4.2.1. Relationship between Internet facility at Home and regular visit of OER...........9
4.2.2. Relationship between Internet facilities at school and regular visits of OER.....10
4.2.3. Relationship between Students comprehension and Teachers use of
Videos/simulations............................................................................................ 11
4.2.4. Other findings:..................................................................................... 11
5. Challenges and Issues............................................................................................. 12
6. Recommendations.................................................................................................. 14
Bibliography............................................................................................................. 17
1. Introduction

E-learning refers to electronically-assisted learning which includes the use of various


technologies for the purpose of learning inside and outside classroom environment (Law 2003).
Most of the E-Learning systems are designed to address both the student (Curriculum) and the
teacher (Pedagogy). Holistic implementation of E-learning systems requires infrastructure
support, revision of curriculum and textbooks, content generation, teacher training, and
assessment focused on testing the functional knowledge of students. E-learning technologies and
configurations include multimedia classrooms, computer labs, single station Personal computers
and small personal devices (M. Molenda 2008).

This transition towards the use of E-learning is riddled with many challenges in the
developing countries these include a weak IT infrastructure, lack of IT training of teachers,
expensive and slow internet connections, and physical barriers like climate, energy and
connectivity. The impacts of e-learning are multi-sectoral e.g. Economy, Society and Education.
Economic benefits of E-learning include reducing the Urban-Rural divide, production of a High-
tech workforce, transition towards a Knowledge-based economy, and increasing the productivity
(after some time lag). Societal benefits of e-learning are evident in improvement in health
especially in case of females. Education benefits of e-learning include self-learning, interactive
learning and development of higher order analytical skills (Amin 2014). This study has analyzed
the current status of the e-learning in Punjab, comparable best international practices, issues and
challenges being faced and recommendations to improve future implementation.

2. Punjab Government E-learning initiative

The current E-initiative by Punjab Government in education sector has employed a two-
pronged strategy to promote education through e-learning. Initially an open education resource
(OER) in the form of http://www.elearn.punjab.gov.pk/ has been hosted at PITB servers. This
web portal provides free digitized content of all the textbooks (classes 6-10) (Punjab 2012). The
second part of e-learn initiative concerns with infrastructure provision in the form of smart-
laboratories equipped with LCDs (Liquid Crystal Display) and tablets and training of teachers in
the use of these technologies in public schools in Punjab. According to PC-I (Planning
Commission Form No. 1) of the project the target audience is around 5-6 million students from
grade 6 to 12 annually (Punjab 2012). There are around 52,000 public schools out of which 7000
schools already have IT labs. Moreover, there are more than 400,000 permanent teachers who
have to be trained in the use of these technologies.

2.1.Open education resource (OER)

Punjab curriculum and Textbook development board designs the curriculum and
publishes textbooks through publishers. The initial step was taken by collaboration of Punjab
Curriculum and Textbook Board (PCTB) and Punjab Information Technology Board (PITB)
through provision of free digitized contents of textbooks of science subjects and mathematics for
grade 9 and 10 online along with links to a number of supplementary materials. This content has
been made interactive through use of animations, simulations and videos. Moreover, audio
instruction has also been incorporated in the text through cooperation from Virtual University. In
next phase this initiative has been extended to primary and secondary level. Currently, e-Learn
Punjab is holding the repository of interactive science and math of class 6 to 10 and non-
interactive teacher guides related to grade 1 to 10. Summarized contents of this OER are given
below (Punjab 2012):
Simulation Animation Page MC
Class Videos Figures Audio in minutes
s s s Q

6 Science 90 64 85 130 143 59 76.53

6 Mathematics 103 0 15 165 181 58 -

7 Science 104 50 71 176 154 65 97.03

7 Mathematics 100 70 16 151 198 60 -

8 Science 145 41 63 172 230 107 273

8 Mathematics 86 60 9 61 177 74 -

9 Physics 322 57 85 216 211 83 164.47

9 Biology 333 44 61 121 207 113 193.15

9 Chemistry 251 86 74 43 159 98 144.86

9 Mathematics 451 0 17 0 302 92 -

10 Physics 306 137 123 188 218 78 171.97

10 Biology 267 71 74 134 173 78 179.4

10 Chemistry 207 25 55 44 165 148 137.86

10
445 20 13 74 264 170 -
Mathematics

Total 3210 575 761 1675 2782 1283 1337

Table No. 1: Standard-wise digitized content on the Online Education Repository


(Source: http://www.elearn.punjab.gov.pk/AboutUs.html)
2.2.Infrastructure and Support in Public schools

According to PC-I of the project pilot implementation includes 200 multimedia


classrooms. Each classroom is to be equipped with one Semi Smart TV (40 inches) and one
Android tablet. Offline content has been provided at internal/external storage of the tablet and on
content servers as well. Content server has been provided at PITB for extensive content storage
and real-time feedback from tablets. This initiative has been initially implemented in 8 public
schools at Lahore, Khanewal, Bahawalpur, Khushab, Attock, and Rajanpur.

Teacher training has been made an essential feature of the implementation strategy. In
addition to the trainings by Directorate of Staff Development (DSD), support staff from PITB
has been engaged with the pilot schools for the purpose of training of teachers in the use of OER.
The content development has been driven by teacher feedback. E-Learn Punjab team visits the
pilot schools after summer break for 2 to 4 weeks in this regard to train the teachers and obtain
feedback on the use of digital content in their lectures. Another feature of the pilot project has
been the inclusion and participation of parents in the awareness and training of parents in the use
of the OER. Parent participation has been ensured in all the pilot schools. Moreover, USBs with
offline content have been distributed among such parents as well.

3. Best international practices of E-learning


Across the globe various countries have provided an OER containing content of KG to
12th grade subjects. In Canada, all 13 Provinces have online learning with free digitalized
content of all books available supplemented with illustrations, animations and videos 1. In China
digitized content is available for all students up to K-12. According to an education report
published by the government of China there are around 78 million online learners in China 2. In
Singapore, 100% of Secondary schools are equipped with multimedia and carry out interactive e
lectures and sessions. eduPOP is the e-learning website specifically designed for Singapore

1https://open.bccampus.ca/

2http://www.whatsonweibo.com/10-hottest-chinese-online-education-companies-
2016/
primary and secondary school students3. In United States of America, Open culture is free
educational resource provider for K-12 students and their parents and teachers. It features free
video lessons/tutorials; free mobile apps; free audiobooks, e-books and textbooks, free foreign
language lessons and test prep materials4.

3.1.India
On 5th October 2011, the Indian government announced to distribute Aakash (tablet
computer) to each of Indias 220 million students 5. National Repository of Open Educational
Resources (NROER) is the main site which contains free online digitized textbooks
supplemented with audio, videos, animations, simulations, documents and interactive sessions.
The repository aims to extend its digital resources for all the school systems for all classes, all
subjects and in all languages6. Another major project eBasta has been created by the Government
of India which is a huge digital repository of schoolbooks. This portal makes school books
accessible in digital form as e-books to be read and used on tablets and laptops. Moreover, the
contents of eBasta can be customized by teachers7.

National Knowledge Commission (NKC) is working on policy interventions for teaching


of key vocational, entrepreneurial and soft skills to young adults to make them employable in the
industrial and service sectors (Das 2011). Indian academia is now moving towards development
of new knowledge commons from the established educational grid in the form of National
Knowledge Network (NKN) (Das 2011).

3.2.Malaysia
In October 2011, the Malaysian Ministry of Education launched a comprehensive review
of the education system in order to develop a new National Education Blueprint (MEB). One of
the many initiatives identied under the rst wave of the MEB includes the setting up of the
3 www.edupop.com.sg

4http://www.openculture.com/free_k-12_educational_resources

5http://www.akashtablet.com/

6 http://nroer.in

7http://www.ebasta.in
1BestariNet project. Bestari in Malay means smart. This project aims to provide access to a
cloud-based virtual learning platform and a high-speed connectivity to all its 10,000 public
schools (Ministry of Education, Malaysia 2014).

Malaysian Ministry of Education had spent around $1 billion previously on introduction


of ICTs in education sector with little success. A study found that despite of infrastructure
provision the teachers hardly spent 1 hour teaching with the aid of ICTs. The striking feature of
1BestariNet was the social element; whereby students and teachers from different schools can
communicate and interact in threaded discussions or chat. This has encouraged the use of E-
learning manifold, as students can interact with their peers without inhibition.

4. Analysis of current status and perception of users


Pakistan has struggled in achieving the Millennium development goals (MDGs),
according to UNDP report published in 2015; Pakistan was off-track in 25 indicators (United
Nations Development Program 2015). One of these indicators was 100% literacy, which stands
today at 60% (Pakistan Social and Living Standards Survey 2016). The focus of this study is on
Punjab which is marginally better at 63% literacy rate. Government of the Punjab allocated Rs
320 Billion in the FY-2016-17 for education. The budgetary allocation for education has seen a
decreasing trend in the last 5 years. In 2013, education sector percentage share in budget was
26% which dropped to 18.6% in 2016. This study has analyzed the current status of the
implementation of the project through analysis of the daily traffic of OER as well as a perception
survey conducted in schools where the project has been implemented.

4.1.User traffic Analysis of OER


The user traffic data has been taken from elearn.punjab. Analyses of these data are given
below:
Daily traffic from 01 to 16th January 2017
7000

6000

5000

4000

Number of visitors 3000

2000

1000

0
42737 42739 42741 42743 42745 42747 42749 42751
42736 42738 42740 42742 42744 42746 42748 42750

Fig: 4.1. Traffic from 01st Jan to 16th Jan 2017

(Source http://www.elearn.punjab.gov.pk/statistics.php)

The repository has been functional since October 2012, but the user traffic is low. As can
be seen in the above chart the number of daily visitors lays around 1,000, which is very low. The
number of pages visited on the other hand varies between 4,000 & 6,000 visitors per day.
Percentage users by time duration

0s-30s
5% 2%
5% 30s-2mn
9%
2mn-5mn
10% 52% 5mn-15mn
15mn-30mn

17% 30mn-1h
1h+

Fig: 4.2 Percentage users by time duration visit

(Source http://www.elearn.punjab.gov.pk/statistics.php)

The number of serious users who spend more than an hour on the site is depicted by
above chart as the least percentage of 2.4%. This phenomenon is depreciative as the percentage
of users duration of visit decreases with increasing time duration. Users with cursory visit
duration of 0-30 seconds comprise the largest portion in the pie of 51.70%. If it is supposed that
serious visitors who intend to study put at least 15 or more minutes in their visit then, the
proportion of serious visitors comes down to around 12% of total visitors.

4.2.Perception Survey
The perception survey was conducted in two schools where the pilot project has been
implemented. The questions are attached at Annexure-I. Statistical analysis of the data was done
through SPSS. Since the variables were nominal Chi-square test was applied to test the
significance of the relationships.

4.2.1. Relationship between Internet facility at Home and regular visit of OER
H0 There is no relationship between Internet facilities at home with regular visits of OER
H1 There is a relationship between Internet facilities at home with regular visits of OER

Chi-Square Tests

Asymp. Sig. (2- Exact Sig. (2- Exact Sig. (1-


Value df sided) sided) sided)

Pearson Chi-Square 9.416a 1 .002

Continuity Correctionb 7.368 1 .007

Likelihood Ratio 9.415 1 .002

Fisher's Exact Test .004 .003

Linear-by-Linear Association 9.174 1 .002

N of Valid Casesb 39
Table No. 2 Chi-Square test Internet at Home

There is evidence of a strong relationship between Internet facility being present at home with
regular visits of OER (Chi-square = 9.416, df=1, p = 0.002 < 0.05). Therefore, we reject the H 0
hypothesis.

4.2.2. Relationship between Internet facilities at school and regular visits of OER
H0 There is no relationship between Internet facilities at school with regular visits of OER
H1 There is a relationship between Internet facilities at home with regular visits of OER

Chi-Square Tests

Asymp. Sig. (2- Exact Sig. (2- Exact Sig. (1-


Value Df sided) sided) sided)

Pearson Chi-Square 5.571a 1 .018

Continuity Correctionb 4.025 1 .045

Likelihood Ratio 5.507 1 .019

Fisher's Exact Test .033 .023

Linear-by-Linear Association 5.429 1 .020

N of Valid Casesb 39
Table No. 3 Chi-Square test Internet at School

There is evidence of no relationship between Internet facility being present at school with regular
visits of OER (Chi-square = 5.571, df=1, p = 0.018 > 0.05). Therefore, we reject the H 1
hypothesis and accept H0 hypothesis which states that there is no relationship between internet
facilities being present at school and visiting of OER website. An inference can be drawn here
that this is probably because the students are not allowed in school hours to visit the website, as
the teacher has a tight schedule to follow.

4.2.3. Relationship between Students comprehension and Teachers use of


Videos/simulations
H0 There is no relationship between Students comprehension and teachers use of
Videos/Simulations
H1 There is a relationship between Students comprehension and teachers use of
Videos/Simulations

Chi-Square Tests

Asymp. Sig. (2- Exact Sig. (2- Exact Sig. (1-


Value df sided) sided) sided)

Pearson Chi-Square 9.4a 1 .009

Continuity Correctionb .000 1 .010

Likelihood Ratio .88 1 .076

Fisher's Exact Test 1.000 .588

Linear-by-Linear Association .91 1 .762

N of Valid Casesb 39
Table No. 4 Chi-Square test students understanding

There is evidence of a strong relationship between students understanding of concepts with the
teachers use of videos/simulations in lectures (Chi-square = 9.4, df=1, p = 0.009 < 0.05).
Therefore, we reject the H0 hypothesis.

4.2.4. Other findings:


In response to a question regarding feedback to PITB around 58% teachers said that they
had given a feedback. But 0% said that feedback was incorporated in the system. This shows a
huge gap in the monitoring system. This observation is also supported by the fact that although
the site contains a crowd-sourcing feature for incorporation of user-generated content into the
site, the feature was found not to be functional. Moreover, only 15% teachers were of the view
that the site is updated regularly. In another question regarding chances of e-learn program
reducing the importance of a teacher in the class room, it was found that only 15% teachers
supported the view. This shows that traditional education system is still dominant and would
retain its features even if ICT related measures are introduced in the education sector. Almost all
of the teachers showed satisfaction with trainings (100%), convenience of teaching because of e-
learn (100%), and provision of offline content (100%). On the other hand none of the teachers
found the internet connectivity to be sufficient for their needs.

5. Challenges and Issues


5.1.Teacher Training
ICT based learning requires teachers not to possess pedagogical skills alone but it
requires sound technical skills as well. It has been revealed through our interviews that younger
teachers are more inclined to use these technologies as compared to older teachers. Moreover, the
teacher perception is such that some students know more about IT than the teachers. This leads to
embarrassment on the part of teacher, which becomes a hindrance in the use of these
technologies and their effective implementation8.

5.2.Digital Divide
According to the statistics issued by IMF, currently only 17.6% of Pakistans population
has access to internet which is significant and depicts the digital divide that marks our society
(Internet world stats 2016). It is also significant to note that the level of digitization even in areas
housing selected 8 model high schools in Punjab where smart labs have been established stands
at 25-30%. This digital gap is one of the most important challenges e-learn program faces in the
long run.

5.3.Sustainability
The pilot project is being funded through School Education Department (SED) and The
Department for International Development (DFID) but any expansion in the future would require
a large budget layout from the Punjab Government. The price of each tablet is around Rs.
10,000. Moreover, issues of energy shortage, maintenance cost, and up-gradation on regular
basis challenge the sustainability of this project.The pilot project is being run by PITB, upon
insistence of SED. How the expansion of e-learn initiative is brought about remains vague since

8https://elearningindustry.com/e-learning-challenges-and-solutions
PITB does not have necessary human resource for effective maintenance and monitoring of the
system.

5.4.Student-Teacher Motivation
E-learning seeks to extend the boundaries of learning process beyond the four walled
classrooms. It reduces the traditional role and authority of teachers (Tearle 2001). This pushes
the teachers to move out of their comfort zones. Likewise, it requires students to adapt a role
much more active than the traditional model being practiced for decades.

5.5.Content Development
Currently, only the students of secondary level can fully avail this service, the classes
above primary have also been provided with few subjects and the work on the content for higher
secondary classes is underway. This task is being done by a team at PITB, none of which is an
education specialist. Although, the officials at PITB claim that they seek approval and assistance
from the Punjab Curriculum and Textbook Board, but the real extent of this cooperation is
unknown.

5.6.Time Management
No matter how interesting interactive sessions are for the students, it does create time
management problems for teachers since they have to strike a balance between ICT based
teaching and traditional lectures (Archambault 2010). Moreover, it also makes it difficult for
teachers to cover their syllabus in given time frame for the term and final examination of the
students (Mumtaz 2011). A teacher expressed how cumbersome this task is by citing that he was
expected to teach in classroom, hold these interactive sessions, go on dengue duty as well as
polio campaign.

5.7. Litigation with Publishers

According to (Ministry of Education 2006) National Textbook and Learning Materials


Policy and Plan of Action policy the copyrights of the textbooks belong to the publishers, the
textbook boards pay a fee for procurement of books that are to be supplied free of cost in the
public schools. At the initial stages publishers resisted the idea of making the textbooks online
for free. Now the matter is sub-judice in Lahore High Court. Content development should ideally
have been done through open tenders, as provided in the policy, but because of monopoly of
these publishers as well as collusion of PCTB officials no private bids are ever received.

5.8. Limited/Weak Marketing

Surprisingly, there is a very small fraction of population of students which is aware of the
ICT interventions in the field of education. This fact is evident by the fact that the number of
visitors to the OER website averages around 1,000 per day 9. The PITB team spearheading the e-
learn project acknowledged it as a weakness and ascribed it to scant resources of the government.

6. Recommendations
1. Teacher training is done by Directorate of Staff Development, which provides both pre-
service and in-service training to teachers. Although, computer literacy is a part of this
training, education about OER is not included in these trainings. Therefore, it is
recommended that a module comprising OER and e-learning may be included in these
trainings.
2. The digital divide cannot be eliminated altogether, not in the short run anyways. Initially
areas where internet connectivity is available should be prioritized for implementation of
e-learn.punjab. Moreover, a project for distribution of tablets akin to India should also be
considered. Indigenous production of tablets should be explored to make these tablets
cost-effective.
3. School education department has to invest in its Human resource in ICT field in order to
make the implementation of this project successful. Due to lack of expertise SED has
been reluctant to take up this responsibility. Moreover, in the long run it would not be
possible for PITB to implement and monitor the project as they lack the required HR
strength for this purpose.
4. The pace of the project has been slow. The data generation has not been utilized either for
data mining or analytics because there are no Big Data experts available either with PITB
or SED. Most of the projects initiated by the Punjab Government are in their initial stages
of data gathering, and the time has arrived that stages of data mining and data analytics
be explored for informing policy and decision making of the Government.

9http://www.elearn.punjab.gov.pk/ (accessed 12 17, 2016).


5. Content development has been done by a team in PITB. But the fact that there is no
education expert in the PITB team to monitor the content development is perturbing. In
order to have a collaboration of PITB, School education department, Punjab Curriculum
authority, Punjab textbook board and Directorate of Staff Development a permanent
forum should be created in the form of a content development committee.
6. In the assessment being done through the Literacy drive Student Learning Outcomes for
e-learn.punjab should also be devised and incorporated in the Literacy drive.
7. National Textbook and Learning Materials Policy and Plan of Action policy needs to be
revised and copyrights should be retained by the Punjab Textbook board, to avoid
litigation in the future. The content prepared in accordance with the curriculum, if
copyrighted to any specific publisher, should be time-barred for one year, as to avoid
profiteering by the publishers.
8. Even if an extensive advertisement campaign is not undertaken to highlight this noble
cause, state-owned media can be utilized to promote the use of OER. Students and
teachers could be instructed in schools to visit the OER through seminars as well as
workshops.
9. If a lesson is to be learnt from Malaysia in integration of social element in the e-learning
platform, inter-school communication with the help of threads and chats should also be
introduced, as it greatly increases the learning output and motivates students and teachers
to use the system.
10. Adult literacy programs introduced in Pakistan have not been successful in the past. E-
learning portals provide a cost-effective method to increase adult literacy and impart
useful vocational training as well. Like India, sister portals for adult literacy can be
created simultaneously with implementation in the public schools in this regard.
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Annexure-I
For Teachers:
1. Do you feel comfortable while using technology in the class room?
a. Yes
b. No
c. Maybe
d. Dont Know
2. Do you think the students feel comfortable at home when using this ICT for learning?
a. Yes
b. No
c. Maybe
d. Dont Know
3. Have you learnt/heard about the e-learn program?
a. Yes
b. No
c. Maybe
d. Dont Know
4. Do you think the e-learn program has made it easier for teachers to impart education?
a. Yes
b. No
c. Maybe
d. Dont Know
5. Do you think the students take more interest in studies when ICT is used?
a. Yes
b. No
c. Maybe
d. Dont Know
6. Has learning and comprehension of students improved because of e-learning?
a. Yes
b. No
c. Maybe
d. Dont Know
7. Do you think all the students in your class are equally benefiting from the e-learn
program?
a. Yes
b. No
c. Maybe
d. Dont Know
8. Would you say that you are confident in your ability to use ICT for teaching purpose?
a. Yes
b. No
c. Maybe
d. Dont Know
9. Did you receive adequate training in the use of the technology?
a. Yes
b. No
c. Maybe
d. Dont Know
10. Is the available ICT infrastructure in your school enough to cater to needs of all the
students?
a. Yes
b. No
c. Maybe
d. Dont Know
11. Was your feedback sought by School education department regarding this project?
a. Yes
b. No
c. Maybe
d. Dont Know
12. Are you informed when there is major change in the content of the site?
a. Yes
b. No
c. Maybe
d. Dont Know
13. How often do you use multimedia in the classroom?
a. Regularly
b. Quiet Often
c. Sometimes
14. Do you think there are students who are better users of ICT than you?
a. Yes
b. No
c. Maybe
d. Dont Know
15. Do you refer to teaching manuals on the site?
a. Yes
b. No
c. Maybe
d. Dont Know
16. Have you given any feedback to the IT team on the website regarding any improvements
or suggestions?
a. Yes
b. No
c. Maybe
d. Dont Know
17. If you gave feedback, was it incorporated in the website?
a. Yes
b. No
c. Maybe
d. Dont Know
18. Do you have ample time to use e-learning in your class time?
a. Yes
b. No
c. Maybe
d. Dont Know
19. How would you rate your willingness of the School Principal in terms of implementation
of this program?
a. Enthusiastic
b. Willing
c. Lukewarm
20. Are there any written SOPs or standing instructions in your school regarding the use of
these technologies?
a. Yes
b. No
c. Maybe
d. Dont know
21.
For Students:
1. Do you have a PC/laptop at home?
a. Yes
b. No
c. Maybe
d. Dont Know
2. Do you have the internet facility at home?
a. Yes
b. No
c. Maybe
d. Dont Know
3. Have you learnt/heard about the e-learn program?
a. Yes
b. No
c. Maybe
d. Dont Know
4. Do you regularly visit website of the Punjab Government on which the study material for
your class is available?
a. Yes
b. No
c. Maybe
d. Dont Know
5. Do your teachers make use of LEDs/videos and simulations when delivering lectures?
a. Yes
b. No
c. Maybe
d. Dont Know
6. Do you understand concepts better when explained with the help of videos and
simulations?
a. Yes
b. No
c. Maybe
d. Dont Know
7. Do you have IT facility to access those websites at school?
a. Yes
b. No
c. Maybe
d. Dont Know
8. You prefer to learn new concepts through videos and online lectures than being taught by
your teacher?
a. Yes
b. No
c. Maybe
d. Dont Know
9. Do your teachers at school motivate you to watch videos and simulations so that you can
better understand ideas?
a. Yes
b. No
c. Maybe
d. Dont Know
10. Does your teacher hesitate in using new technology?
a. Yes
b. No
c. Maybe
d. Dont Know
Interview Questions
Q1: Do you feel satisfied by the working of this project?

Q2: Why the outline is limited to only maths and science subjects and does not include other
subjects like IT, urdu , Islamiat, Social studies?

Q3: On which criteria do you select schools for your pilot project: implementation of
multimedia classrooms?

Q4: Does your team encounter reluctance from school administration while planning a visit for
IT training of staff and students?

Q5: Are the CDS , USBs and wi fi provided to all schools or only those under pilot project?

Q6: Is the crowd sourcing of videos or reading material being done? If yes, how many feedbacks
have you received?

Q7: Response from school admin on this project is:


Overwhelming irritating disappointing

Q8: Financing and funding of this project is sufficient?

Q9: Do you hire content developers, freelancers of web designing and graphics for this e learning
project?

Q10: Any future plans of upgrading this project to high school (grade 11,12) level?

Q11: Why only urdu stories are available on this site and not English?

Q12: Is this site bilingual?

Q13: Is there any plan of adding pre-school content (Nursery,KG) ?

Q14: Is Punjab curriculum and textbook board development team involved in making of this
project?

Q17: Throw some light on customized lesson planning project of this site?

Q18: Why marketing of this great initiative has been so slow? as many of the students and
teachers are not aware of it?

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