Table 1 Summary of the studies reviewed... | Emerald Publishing

Table 1

Summary of the studies reviewed

	Authors	Purpose	Participants	Teacher–pupil interaction	Impact on learning
1	Iqbal et al. (2022)	To assess perspective about online classes after the pandemic	707 students from various disciplines (social sciences, health sciences, engineering and technology, business, commerce, arts and humanities 436 undergraduates (e.g. BA, BSc). 200 Graduate (e.g. MA, M.Sc., BS Hons). 71 Postgraduate (e.g. MPhil., PhD) in Sindh	Traditional noninteractive lecture-based pedagogy is used Assessment techniques is limited to individualized assignments	Students showed dissatisfaction. Negative impacts include: lack of teacher–pupil interaction, student–student interaction, interpersonal and communication skills, hands-on activities, boredom, feeling overburdened with academic tasks and responsibilities, an inappropriate physical place and inability to grasp concepts and objectives effectively
2	Adnan and Anwar (2020)	Investigating the effectiveness of online leaning amid pandemic	164 undergraduate and postgraduate students with male and female ratio 1:2 filled out closed-ended questionnaire	Online lectures that were less interactive and students' engagement was not guaranteed	Students' motivation to learn was negatively affected by less interaction with peers and teachers
3	Ullah et al. (2021)	Identifying the challenges of online education during the pandemic	Simple random sampling, 550 questionnaire were filled by students from different level of studies at Lahore such as secondary, higher secondary, undergraduation and graduation	Online fewer interactive lectures	Most students at different levels of education felt less comfortable taking online classes, gaining self-confidence, improving their learning skills and socializing
4	Thaheem et al. (2022)	To compare leaning outcomes achieved through online teaching in Indonesia and Pakistan	Mixed method study used quantitative questionnaire data collection from 102 Indonesian teachers and 66 teachers from Mehran University of Engineering and Technology, Pakistan. Qualitative semi-structured interviews were conducted from 10 teachers 5 from each country	Both countries' teachers reported similar personal and pedagogical challenges. Also, they hardly ensure students' engagement in discussions, provide the sense of community and sustain their levels of motivation	Both countries teachers reported that online teaching could not achieve the goals set for the class
5	Shahzad et al. (2020)	Impact of Virtual Teaching (VT) on ESL Learners' Attitudes under COVID-19 circumstances	An experimental approach was used to check the influence. 100 participants were postgraduate level students from two universities in southern Punjab, selected through convenience sampling	Teachers could maintain pupils' retention and motivation In spite of this, it was difficult to handle emotional and behavioral problems associated with learning on a virtual platform, capture and maintain pupils' attention equally and cope with individual differences	Apart from technical issues, virtual teaching is welcomed by students during the pandemic, they have observed new happy experiences
6	Akram et al. (2021)	Challenges of teachers' pedagogy during COVID-19	A mixed method approach was used to collect data from public sector teachers in Karachi. 82 teachers recruited through simple random sampling completed the survey and 15 were interviewed	Inefficiency was reported in relation to classroom management, persistent communication and assessment. Indicators are (Classroom management: content delivery, student engagement, time management and monitoring of students, practical work; Communication barrier: insufficient feedback, inappropriate online discussion, less teacher–pupil interaction; Difficulty in assessment: teacher incompetence)	Lower-motivation and lesser participation was observed
7	Abid et al. (2021)	Explore pedagogy–technology balance and student engagement in online learning	Qualitative semi-structured interview from 11 faculty members teaching at various universities	Teacher characteristics (sensitivity, flexibility and self-efficacy), implementation of differentiated instruction and continuity of instruction influence teaching effectiveness	The faculty showed willingness to adopt an online mode of teaching and learning, despite the heavy workload and limited resources as a source of stress. The faculty showed a desire to participate in CPD that supports online learning
8	Qazi et al. (2022)	Barriers and facilitators to adoption of online learning	Qualitative interviews were conducted from academics, administrators and IT members	In addition to other factors, teachers' and students' positive attitudes toward e-learning and computer literacy can better support the adoption of e-learning	Continuity of learning is observed on an online platform where teachers and students are skilled and willing to learn
9	Mukhtar et al. (2020)	Advantages and limitations of online learning during COVID-19, in health universities	Using a qualitative case study approach, 12 faculty members and 12 students were interviewed at the University College of Medicine and University College of Dentistry, Lahore	Accessibility of teachers (i.e. easy communication between teacher and student outside the classroom) However, student participation was low during online lectures, students lose concentration on ongoing lectures In addition, discipline issues (dealing with student misbehavior during online) and poor assessment were potential limitations	Shift to self-directed learning, much focus on theory, lack of lab/practical experience
10	Abbasi et al. (2020)	Students' perceptions of e-learning	Quantitative data (377 questionnaires were completed; 37 males and 245 females) from a private medical college called Liaquat College of Medicine and Dentistry, Karachi,	Lack of interaction between teacher and students	Students perceived learning as unsatisfactory and less effective than face-to-face teaching
11	Saeed et al. (2023)	Experimental approach to teaching clinical skills on an online platform by modifying Peyton's framework	Pre–post test was used to observe the effect of the treatment (virtual instructions) offered to students of Agha Khan University, Karachi, Pakistan	Results report success in teaching nine clinical skills (including history and examination skills)	Students were satisfied with their learning experience
12	Adnan and Uddin (2021)	Comparing the effectiveness of online learning (OL) during the first and second waves of COVID 19	200 students (59% female and 41% male) from all provinces participated in the study using convenience sampling. (The largest sample was based in Punjab and Capital Territory 55% (27% Islamabad, 28% other cities of Punjab), followed by Khyber Pkhtunkhwa (28%), Kashmir (14%), Sindh (2%) and Baluchistan (0.5%)	Students reported some improvement in teaching processes during the second wave compared to the first wave. However, despite this, more than 30% of students were dissatisfied with the teaching process	Students (38%) cited lack of socialization in class, lack of self-motivation (32.5%)
13	Tabassum et al. (2022)	Evaluate assessment techniques	550 students enrolled in public and private universities in Lahore	Almost 40% of students are given clear instructions to understand assessment topics The majority felt that the assessment questions were quite complex to complete within the time allotted and that the results were unreliable	Unreliability of online assessment results has a negative impact on CGPA. Students found it difficult to: attempt quizzes (about 50%), cope with the complexity of assigned questions (about 50%), have insufficient time to complete tasks (>50%)
14	Nousheen,and Kalsoom (2022)	To assess the impact of sustainable pedagogy on the learning outcomes of the course in the teacher education program in the online setting. The study also compares the results with the results achieved when teaching with lecture-based pedagogy	Using an experimental (pre–post test) approach, sustainable pedagogy was used as the instructional design in the experimental group (n = 25), while the lecture-based method was used in the control group (n = 24)	Sustainability pedagogy was used (e.g. case studies, critical incidents, discussions, debates and problem-based teaching)	Students participating in the experimental group analyzed problems related to Pakistani society, culture, environment and economic issues and made useful suggestions on how to overcome them and contribute to sustainable development
15	Aqdas et al. (2023)	Impact of online learning on student performance	Sixty students (20 male and 40 female) in their fifth and sixth semesters (third year) of the Bachelor of Studies in English Language program at a public sector university in Islamabad were selected as participants	Authoritarian teaching, huge communication gap, teachers; insensitive attitude toward students, lack of empathy were reported	Students have never experienced this lack of interaction and authoritarian teaching in a face-to-face setting. Pupils' mental health is negatively affected

	Authors	Purpose	Participants	Teacher–pupil interaction	Impact on learning
1	Iqbal et al. (2022)	To assess perspective about online classes after the pandemic	707 students from various disciplines (social sciences, health sciences, engineering and technology, business, commerce, arts and humanities436 undergraduates (e.g. BA, BSc). 200 Graduate (e.g. MA, M.Sc., BS Hons). 71 Postgraduate (e.g. MPhil., PhD) in Sindh	Traditional noninteractive lecture-based pedagogy is usedAssessment techniques is limited to individualized assignments	Students showed dissatisfaction. Negative impacts include: lack of teacher–pupil interaction, student–student interaction, interpersonal and communication skills, hands-on activities, boredom, feeling overburdened with academic tasks and responsibilities, an inappropriate physical place and inability to grasp concepts and objectives effectively
2	Adnan and Anwar (2020)	Investigating the effectiveness of online leaning amid pandemic	164 undergraduate and postgraduate students with male and female ratio 1:2 filled out closed-ended questionnaire	Online lectures that were less interactive and students' engagement was not guaranteed	Students' motivation to learn was negatively affected by less interaction with peers and teachers
3	Ullah et al. (2021)	Identifying the challenges of online education during the pandemic	Simple random sampling, 550 questionnaire were filled by students from different level of studies at Lahore such as secondary, higher secondary, undergraduation and graduation	Online fewer interactive lectures	Most students at different levels of education felt less comfortable taking online classes, gaining self-confidence, improving their learning skills and socializing
4	Thaheem et al. (2022)	To compare leaning outcomes achieved through online teaching in Indonesia and Pakistan	Mixed method study used quantitative questionnaire data collection from 102 Indonesian teachers and 66 teachers from Mehran University of Engineering and Technology, Pakistan. Qualitative semi-structured interviews were conducted from 10 teachers 5 from each country	Both countries' teachers reported similar personal and pedagogical challenges. Also, they hardly ensure students' engagement in discussions, provide the sense of community and sustain their levels of motivation	Both countries teachers reported that online teaching could not achieve the goals set for the class
5	Shahzad et al. (2020)	Impact of Virtual Teaching (VT) on ESL Learners' Attitudes under COVID-19 circumstances	An experimental approach was used to check the influence. 100 participants were postgraduate level students from two universities in southern Punjab, selected through convenience sampling	Teachers could maintain pupils' retention and motivationIn spite of this, it was difficult to handle emotional and behavioral problems associated with learning on a virtual platform, capture and maintain pupils' attention equally and cope with individual differences	Apart from technical issues, virtual teaching is welcomed by students during the pandemic, they have observed new happy experiences
6	Akram et al. (2021)	Challenges of teachers' pedagogy during COVID-19	A mixed method approach was used to collect data from public sector teachers in Karachi. 82 teachers recruited through simple random sampling completed the survey and 15 were interviewed	Inefficiency was reported in relation to classroom management, persistent communication and assessment. Indicators are (Classroom management: content delivery, student engagement, time management and monitoring of students, practical work; Communication barrier: insufficient feedback, inappropriate online discussion, less teacher–pupil interaction; Difficulty in assessment: teacher incompetence)	Lower-motivation and lesser participation was observed
7	Abid et al. (2021)	Explore pedagogy–technology balance and student engagement in online learning	Qualitative semi-structured interview from 11 faculty members teaching at various universities	Teacher characteristics (sensitivity, flexibility and self-efficacy), implementation of differentiated instruction and continuity of instruction influence teaching effectiveness	The faculty showed willingness to adopt an online mode of teaching and learning, despite the heavy workload and limited resources as a source of stress. The faculty showed a desire to participate in CPD that supports online learning
8	Qazi et al. (2022)	Barriers and facilitators to adoption of online learning	Qualitative interviews were conducted from academics, administrators and IT members	In addition to other factors, teachers' and students' positive attitudes toward e-learning and computer literacy can better support the adoption of e-learning	Continuity of learning is observed on an online platform where teachers and students are skilled and willing to learn
9	Mukhtar et al. (2020)	Advantages and limitations of online learning during COVID-19, in health universities	Using a qualitative case study approach, 12 faculty members and 12 students were interviewed at the University College of Medicine and University College of Dentistry, Lahore	Accessibility of teachers (i.e. easy communication between teacher and student outside the classroom)However, student participation was low during online lectures, students lose concentration on ongoing lecturesIn addition, discipline issues (dealing with student misbehavior during online) and poor assessment were potential limitations	Shift to self-directed learning, much focus on theory, lack of lab/practical experience
10	Abbasi et al. (2020)	Students' perceptions of e-learning	Quantitative data (377 questionnaires were completed; 37 males and 245 females) from a private medical college called Liaquat College of Medicine and Dentistry, Karachi,	Lack of interaction between teacher and students	Students perceived learning as unsatisfactory and less effective than face-to-face teaching
11	Saeed et al. (2023)	Experimental approach to teaching clinical skills on an online platform by modifying Peyton's framework	Pre–post test was used to observe the effect of the treatment (virtual instructions) offered to students of Agha Khan University, Karachi, Pakistan	Results report success in teaching nine clinical skills (including history and examination skills)	Students were satisfied with their learning experience
12	Adnan and Uddin (2021)	Comparing the effectiveness of online learning (OL) during the first and second waves of COVID 19	200 students (59% female and 41% male) from all provinces participated in the study using convenience sampling. (The largest sample was based in Punjab and Capital Territory 55% (27% Islamabad, 28% other cities of Punjab), followed by Khyber Pkhtunkhwa (28%), Kashmir (14%), Sindh (2%) and Baluchistan (0.5%)	Students reported some improvement in teaching processes during the second wave compared to the first wave. However, despite this, more than 30% of students were dissatisfied with the teaching process	Students (38%) cited lack of socialization in class, lack of self-motivation (32.5%)
13	Tabassum et al. (2022)	Evaluate assessment techniques	550 students enrolled in public and private universities in Lahore	Almost 40% of students are given clear instructions to understand assessment topicsThe majority felt that the assessment questions were quite complex to complete within the time allotted and that the results were unreliable	Unreliability of online assessment results has a negative impact on CGPA. Students found it difficult to: attempt quizzes (about 50%), cope with the complexity of assigned questions (about 50%), have insufficient time to complete tasks (>50%)
14	Nousheen,and Kalsoom (2022)	To assess the impact of sustainable pedagogy on the learning outcomes of the course in the teacher education program in the online setting. The study also compares the results with the results achieved when teaching with lecture-based pedagogy	Using an experimental (pre–post test) approach, sustainable pedagogy was used as the instructional design in the experimental group (n = 25), while the lecture-based method was used in the control group (n = 24)	Sustainability pedagogy was used (e.g. case studies, critical incidents, discussions, debates and problem-based teaching)	Students participating in the experimental group analyzed problems related to Pakistani society, culture, environment and economic issues and made useful suggestions on how to overcome them and contribute to sustainable development
15	Aqdas et al. (2023)	Impact of online learning on student performance	Sixty students (20 male and 40 female) in their fifth and sixth semesters (third year) of the Bachelor of Studies in English Language program at a public sector university in Islamabad were selected as participants	Authoritarian teaching, huge communication gap, teachers; insensitive attitude toward students, lack of empathy were reported	Students have never experienced this lack of interaction and authoritarian teaching in a face-to-face setting. Pupils' mental health is negatively affected

Source(s): Developed by authors