Dated: September 11, 2020

Air University, PAF Complex

Sector E-9, Islamabad 44000
Idrees Khawaja
Dean, AUSOM
Air University, PAF Complex
Sector E-9, Islamabad 44000

Subject: Requesting to Arrange On Campus Classes

Respected Mr. Khawaja,

I am writing down this letter to bring your kind attention and to inform you that while online
programs have significant strengths and offer unprecedented accessibility to quality
education, there are weaknesses inherent in the use of this medium that can pose potential
threats to the success of any online program. Therefore, we, Tourism and Hospitality
Management students, want on campus classes for our third semester (Fall 2020)
commencing from September 15, 2020 due to reasons as per mentioned under;
1. Strength
Our total class strength is seven so it would not be difficult for any of us to follow COVID-19
SOPs, as per issued by the Government, within a classroom.
2. Technology
Equity and Accessibility to Technology
Before any online program can hope to succeed, it must have students who are able to access
the online learning environment. Lack of access, whether it be for economic or logistic
reasons, will exclude otherwise eligible students from the course. This is a significant issue in
rural and lower socioeconomic neighborhoods. Furthermore, speaking from an administrative
point of view, if students cannot afford the technology the institution employs, they are lost
as customers. As far as Internet accessibility is concerned, it is not universal, and in some
areas of the country, Internet access poses a significant cost to the user. Some users pay a
fixed monthly rate for their Internet connection, while others are charged for the time they
spend online. If the participants’ time online is limited by the amount of Internet access they
can afford, then instruction and participation in the online program will not be equitable for
all students in the course.
Computer Literacy
Both students and facilitators must possess a minimum level of computer knowledge in order
to function successfully in an online environment. For example, they must be able to use a
variety of search engines and be comfortable navigating on the World Wide Web, as well as
be familiar with Newsgroups, FTP procedures, and email. If they do not possess these
technology tools, they will not succeed in an online program; a student or faculty member
who cannot function on the system will drag the entire program down.
Limitations of Technology
User friendly and reliable technology is critical to a successful online program. However,
even the most sophisticated technology is not 100% reliable. Unfortunately, it is not a
question of if the equipment used in an online program will fail, but when. When everything
is running smoothly, technology is intended to be low profile and is used as a tool in the
learning process. However, breakdowns can occur at any point along the system. For
example, the server which hosts the program could crash and cut all participants off from the
class; a participant may access the class through a networked computer which could go down;
individual PCs can have numerous problems which could limit students’ access; finally, the
Internet connection could fail, or the institution hosting the connection could become bogged
down with users and either slow down or fail altogether. In situations like these, the
technology is neither seamless nor reliable, and it can detract from the learning experience.
3. The Students
While an online method of education can be a highly effective alternative medium of
education for the mature, self-disciplined student, it is an inappropriate learning environment
for more dependent learners. Online asynchronous education gives students control over their
learning experience and allows for flexibility of study schedules for non-traditional students;
however, this places a greater responsibility on the student. In order to successfully
participate in an online program, students must be well organized, self-motivated, and
possess a high degree of time management skills in order to keep up with the pace of the
course. For these reasons, online education is not appropriate for younger students (i.e.
elementary or secondary school age) and other students who are dependent learners and have
difficulty assuming responsibilities required by the online paradigm.
4. The Facilitator
Lack of Essential Online Qualities
Successful on-ground instruction does not always translate to successful online instruction. If
facilitators are not properly trained in online delivery and methodologies, the success of the
online program will be compromised. An instructor must be able to communicate well in
writing and in the language in which the course is offered. An online program will be
weakened if its facilitators are not adequately prepared to function in the Virtual Classroom.
An online instructor must be able to compensate for lack of physical presence by creating a
supportive environment in the Virtual Classroom where all students feel comfortable
participating and especially where students know that their instructor is accessible. Failure to
do this can alienate the class both from each other and from the instructor. However, even if a
virtual professor is competent enough to create a comfortable virtual environment in which
the class can operate, still the lack of physical presence at an institution can be a limitation for
an online program. For the faculty as well as the participants, such things as being left out of
meetings and other events that require on-site interaction could present a limiting factor in an
online program.
 5. The Administration and Faculty
Some environments are disruptive to the successful implementation of an online program.
Administrators and/or faculty members who are uncomfortable with change and working
with technology, or feel that online programs cannot offer quality education, often inhibit the
process of implementation. These people represent a considerable weakness in an online
program because they can inhibit its success.
6. The Online Environment
Levels of Synergy
Online learning has its most promising potential in the high synergy represented by active
dialog among the participants, one of the most important sources of learning in a Virtual
Classroom. However, in larger classes (20 or more students), the synergy level starts to shift
on the learning continuum until it eventually becomes independent study to accommodate the
large class. At this point, dialog is limited as well as interaction among participants and the
facilitator. The medium is not being used to its greatest potential.
What Should Not Be Taught Online
Even with recently generated excitement and enthusiasm for online programs, it is important
to recognize that some subjects should not be taught online because the electronic medium
does not permit the best method on instruction. Examples include: hands-on subjects such as
public speaking, surgery, dental hygiene, and sports where physical movement and practice
contribute to the achievement of the learning objectives. These subjects are probably best
taught in a face-to-face traditional learning environment. Hybrid courses may represent a
temporary solution to this problem, thus making that portion of the course more accessible to
a greater number of people who would otherwise have difficulty getting to campus. However,
solutions of that sort still underline the fact that online teaching cannot satisfy all educational
needs and goals. Just because it may be technologically possible to simulate a physical
learning experience, this does not necessarily mean that it is the best way to teach it.
In this regard, I would like you to take my all points under consideration and I expect
arrangement of on-campus classes from you as well. I trust you will give this matter
immediate attention. I look forward to receiving a reply from you soon. Thanks!

Sincerely yours,
Marwah Ijaz
Class Representative