IMPACT OF COVID19 ON LEGAL EDUCATION SECTOR OF PAKISTAN AND ONLINE EDUCATION AS AN ALTERNATIVE LEARNING SYSTEM

http://dx.doi.org/10.31703/glsr.2021(VI-III).02      10.31703/glsr.2021(VI-III).02      Published : Sep 2021
Authored by : Muhammad Fahad Anwar , Mehran Idris Khan , Faiz Bakhsh

02 Pages : 7-16

    Abstract

    COVID-19 has collapsed education system due to lockdown and sudden closure of the educational institutions in Pakistan and across the globe. This study addresses online education challenges in the lockdown period and provides measures to effectively convert present resources available to university students from formal to online education through virtual classes. Therefore, this study examines students' perception of Pakistan's district Sahiwal towards the required digital and online university legal education during COVID-19. Postgraduate and undergraduate university law students were surveyed to find their perceptions about online legal education in the country. This research concludes that in underdeveloped countries such as Pakistan, online education could yield desired results despite limited resources. Some concerns highlighted by the students were a lack of face-to-face interactions with teachers, multimedia educational resources and tools, and the absence of conventional classroom socialisation.

    Key Words

    Online Education in Pakistan, COVID-19, Lockdown, Higher Education, Legal Education

    Introduction

    WHO declared COVID-19 a global pandemic a few months ago, on 30 January 2020 (WHO, 2020). Apart from the other impacts, the earth's far-reaching COVID-19 outbreak has also affected students' masses. Eventually, the spread of COVID-19 suspended the classes for around 850 million students across the world, which undermine the previous teaching plans in these countries for schools, colleges, and universities. UNESCO Director-General Audrey Azoulay informed that "As a result of the declaration of the COVID-19, well over a billion and a half young people are now unable to attend classes because of nationwide educational institutions closures in 165 countries" (The News International, 2020). Resulting from the epidemic of COVID-19 in Pakistan, the Government of Pakistan also ordered the closure of all educational institutions, including law classes, through a notification issued by the Ministry of Federal Education & Professional Training dated 27 March 2020 (MOFE&PT-GoP, 2020). After educational institutions’ closure, most of these countries offer online education to students through various online educational tools, i.e., Zoom, Google Classroom, Google Meet, etc. 

    Similarly, on 30 March 2020, the Ministry of Education and HEC of Pakistan announced supporting information-based education and teaching dynamically to promote online learning/ education (Pakistan Today, 2020). For this purpose, HEC directed to start online classes in all educational institutions, including law colleges, with sufficient arrangement and provision of the relevant resources. To this end, HEC required that online classes should be initiated by all universities having learning management systems (LMS) to ensure the learning process. Moreover, until 31 May 2020, universities facing technological, technical or geographical constraints remained closed for academic activities by announcing the same time as summer holidays. In the meantime, the closure was extended due to COVID-19, and the law colleges were directed to make arrangements for conducting online classes. It was also directed that such law colleges should prepare, obtain, train, and be able to carry out LMS/Online Learning on or after 01 June 2020, so that the current semester could be resumed even if the law colleges remained close. In support of this hypothesis, HEC also tasked the National Academy for Higher Education (NAHE) to help teachers improve their online teaching skills and abilities by providing relevant guide tutorials. It kept applicable simultaneously even when the law colleges were partially opened in September 2020. However, HEC, through a notification dated 24th November 2020, suspended physical classes and again directed universities and law colleges for online education.

    Online education has become a meaningful way to develop a regular teaching order in response to the epidemic outbreak. For example, Google Classroom, Zoom, and other online meeting tools deliver services to assist online education in Pakistan. It is essential to analyze whether these online education platforms are capable of serving the needs of students? Whether online teaching is capable of conducting high-quality teaching activities in a country like Pakistan with minimal resources? Whether online education is capable of being an efficient means of a particular period of legal education?

    (Valentine, 2002) stated that in addition to the advantages of online education, the problem of quality of education, misuse of technology, hidden costs, and the attitudes of students, teachers, and administrators must also be solved. Improved learning opportunities, improved educational outcomes, and easier networking and collaboration are all advantages of online education. Improved learning possibilities, improved educational outcomes, and easier networking and cooperation are all advantages of online education. (Mirkholikovna, 2020) stated that Some of the benefits of online education include availability, flexibility, and cost-effectiveness in terms of money and time, as well as providing an individual with a specific set of knowledge and skills. However, there are a few drawbacks to online education, such as a limited selection of facilities/components and limited private communication.

    Many scholars and experts, including (Andersen 2007) and (Sultan 2010) from various regions, found out the online education industry's dynamic growth. (Chan et al., 2015) integrated the internet and cloud-based platforms to enhance students' classic study, using the internet and cloud-based platforms. (Gofine & Clark, 2017) integrated a comprehensive research team which includes research coordinator, faculty member, and research assistants. Twelve months after its introduction, figures explaining the apps' usage were measured, and their findings suggested more use of such apps by the various stakeholders, including research professionals, students, and administrative staff. (Thor et al., 2017) analyzed the impacts of online education on excellence discussions, and students' responses exhibited that they preferred to use voice threads for delivering presentations, learning by other similar formats in classrooms. (Botelho et al., 2019) studied the ease of learning, ease of use, usefulness, and satisfaction of a traditional record in comparison with a cloud-based clinical record. The outcomes suggest that electronic clinical books are more satisfactory, beneficial, and easier to use than that those of paper-based books. (Hrastinski, 2009) put forward a concept in his study that it is to improve online education; we need to improve students' online involvement. (Barak & Green, 2019) showed in their study the need to rethink how traditional online ethics in courses are created; to enable students to create faith in online education and actively involve the students in online experiences. (Anderson et al., 2004) mentioned that, through online education, healthcare professionals can also demonstrate their abilities and integrate this into online learning and teaching. (Kamali & Kianmehr, 2015) found in his study that the educational institutions showed a decrease in online education whereas the publics’ interest in online education is increasing. They argued that it is vital to provide an acceptable network environment to students to avoid the adverse impact of online education. (Asarbakhsh & Sandars, 2013) claimed that a faulty or unusable device and a failed video link could affect users’ satisfaction potentially. Regarding the users’ perception and design, (David & Glore, 2010) found that visual contents were relatively crucial to advance the users’ interface and participation. (Roca et al., 2006) took 172 objects (online learning users) while considering the technology acceptance model, analyzed and held online education satisfactorily. (Lin & Wang, 2012) assumed that the factors concerning the students and courses, the characteristics of teachers and disparity in technology can potentially affect the students’ satisfaction. (Panchenko, 2013) argued that the MOOC model of teaching could enhance teaching skills, improve teachers’ careers, and enable them to consider as well as evaluate their education policies from a greater perspective. (Kravvaris et al., 2016) pointed out and analyzed that social networks have contributed to the growth of MOOCs. The literature (Kop & Carroll, 2011; Mackness et al., 2010) pointed out that learning autonomy played a significant role in the online education system of MOOC. (Chen et al., 2020) concluded that ‘games’ were used as a motivational factor in the educational process through Confirmatory Factor Analysis (CFA) and Exploratory Factor Analysis (EFA), which may motivate students to engage more actively in the learning process. Many researchers have researched online education and developed a variety of assessment models.

    There have been some studies comparing online education to traditional schooling. Many legal students prefer online education because it allows them to better juggle their other obligations. As a hybrid learning environment, combining some of the most delicate online learning characteristics into traditional courses assures some educational advantages for universities (Hannay & Newvine, 2006). (Cavalli, 2017) studied in a composite material course, researchers compared on-campus-physical and online-remote education results and discovered that students who received online education indicated decreased trust in their knowledge of course contents.

    Following the COVID-19 outbreak in 2020, it made online education mandatory without regard to space constraints, and it was employed in numerous countries at all levels of education (Bansal, 2020). The pandemic of COVID-19 has provided an opportunity for all countries affected to modernize their education systems and focus on emerging technology (Toquero, 2020). (Crawford et al., 2020) studied Twenty nations' higher education intra-period online education answers were analyzed to discuss university responses around the world. The majority of law schools quickly shut down their face-to-face activities. They transitioned to online learning styles, and several legal schools were already equipped for mixed or totally online learning prior to the epidemic.

    (Bao, 2020) reported that COVID-19 caused the campuses to be closed by Chinese universities and forced them to begin online education. Nevertheless, in its current form, online education provides a variety of new problems that must be addressed. The issue should be analyzed even in light of new developments in user satisfaction. Therefore, this study extracts data from online users’ comments to obtain new variables that impact users’ satisfaction and create an appraisal framework that can better represent law students’ satisfaction during online education platforms.


    Research Question and Objective

    This study's primary research question is to determine whether online education is effective enough to fulfil the law students' needs during the lockdown period? It will also help understand whether the law students have adequate skills and relevant resources to participate in the online classes and successfully continue the learning process? Therefore, the objective of the current study is to find out and then address the relevant barriers to ensure continuous learning. To this end, the observation and recommendations made under this study will extensively assist the government and other stakeholders in their preparedness to combat present challenges as well as future frame endeavours. 

    Methodology

    Sample

    The main aim of the current study is to identify the law students’ general perception in the lockdown due to COVID-19 towards compulsory distance as well as digital learning concerning the university courses. The sample of this research included 221 university’s and college’s law students: 46 (20.8%) female and 175 (79.2%) male participants (see Figure 1). Whereas 119 (53.8%) of them belong to the urban area, and 102 (46.2%) of the total participating students are from rural areas (see Figure 2). The participants included undergraduate as well as postgraduate university and college law students. All the participants (law students) who participated in this survey are presently taking online classes through various digital platforms or comprised those who took and completed their previous semester(s) virtually.

    Figure 1

    Gender of the Participants (n=221)

    Figure 2

    Demographic Location of the Participants (n=221)

    Survey

    An online survey method has been adopted to collect data concerning the law students' perceptions from the legal, educational institutions in district Sahiwal regarding online education. For this purpose, to evaluate the efficacy of online education, an updated version of the Bernard, Brauer, Abrami, and Surkes (2004) 38-item questionnaire was used. Based on their observations and recommendations, sufficient changes were made. Similarly, based on their suggestions and input, appropriate changes were made.


    Data Analysis

    The data collected in this study were analyzed and recorded in numbers and percentages by the frequency of common student responses. Using the Likert scale, demographic data is collected and recorded in numbers as well as the percentage of responses from law students.

    Results

    In this study, the number of participants is n=221. All are postgraduate as well as undergraduate law students in district Sahiwal, Punjab province, Pakistan (hereinafter Sahiwal). Out of 221 law students, 46 (20.8%) are female, and 175 (79.2%) are male students (see Figure 1). Whereas 119 (53.8%) of them belongs to the urban area, and 102 (46.2%) of the toral participating law students are from rural areas (see Figure 2). As stated in Table 1, out of 221 participants, 127 (57.5%) law students responded that they are able to easily access the internet as need of their studies, whereas 71 (32.1%) told that they somehow agree, and 23 (10.4%) of them disagreed with this. Similarly, 134 (60.6%) law students reported that they feel qualified to use a computer or laptop, whereas 68 (30.8%) mentioned that they somehow agree, and 19 (8.6%) of them disagreed with this. Likewise, 121 (54.8%) law students said that they are comfortable communicating electronically, whereas 68 (30.8%) found somehow agree, and 32 (14.5%) of them disagreed with this statement. Similarly, 111 (50.2%) law students reported that they feel that their experience and background will be beneficial to their online studies, whereas 72 (32.6%) mentioned that they somehow agree, and 38 (17.2%) of them disagreed with this. Likewise, 142 (64.3%) law students said that they are comfortable with written communications, whereas 60 (27.1%) found somehow agree, and 19 (8.6%) of them disagreed with this statement. Similarly, 116 (52.5%) law students reported that they feel that they possess sufficient computer keyboarding skills for doing online work, whereas 73 (33%) mentioned that they somehow agree, and 32 (14.5%) of them disagreed with this. Likewise, 111 (50.2%) law students said that they feel comfortable composing text on a computer in an online learning environment, whereas 64 (29%) found somehow agree, and 46 (20.8%) of them disagreed with this statement. Similarly, 116 (52.5%) law students said that they feel comfortable communicating online in English, whereas 77 (34.8%) found somehow agree, and 28 (12.7%) of them disagreed with this statement. Likewise, 104 (47.1%) law students said that they are motivated by the study material used in an internet activity to keeping learning other than class, whereas 68 (30.8%) found somehow agree, and 49 (22.2%) of them disagreed with this statement. Similarly, 66 (29.9%) law students reported that they feel that learning is the same in class and at home on the internet, whereas 38 (17.2%) mentioned that they somehow agree, and 117 (52.9%) of them disagreed with this. Likewise, 70 (31.7%) law students said that they believe that learning on the internet outside of class is more motivating than a regular course, whereas 41 (18.6%) found somehow agree, and 110 (49.8%) of them disagreed with this statement. Similarly, 85 (38.5%) law students reported that they believe a complete course can be given effectively by the internet without difficulty, whereas 72 (32.6%) mentioned that they somehow agree, and 64 (29%) of them disagreed with this. Likewise, 71 (32.1%) law students said that they believe that material in an Internet course is better prepared than a traditional class, whereas 57 (25.8%) found somehow agree, and 93 (42.1%) of them disagreed with this statement. Similarly, 157 (71%) law students reported that they feel that face-to-face contact with my instructor is necessary for learning, whereas 43 (19.5%) mentioned that they somehow agree, and 21 (9.5%) of them disagreed with this. Likewise, 105 (47.5%) law students said that they believe that online education opens new doors to knowledge horizons, whereas 73 (33%) found somehow agree, and 43 (19.5%) of them disagreed with this statement.


     

    Table 1. Law Students’ Response toward Online Education

    Description

    Agree

    No. (%)*

    Somehow Agree

    No. (%)*

    Disagree

    No. (%)*

    I am able to access the internet as need of my studies easily

    127 (57.5)

    71 (32.1)

    23 (10.4)

    I feel qualified to use a computer or laptop

    134 (60.6)

    68 (30.8)

    19 (8.6)

    I am comfortable communicating electronically

    121 (54.8)

    68 (30.8)

    32 (14.5)

    I feel that my experience and background will be beneficial to my online studies

    111 (50.2)

    72 (32.6)

    38 (17.2)

    I am comfortable with written communications

    142 (64.3)

    60 (27.1)

    19 (8.6)

    I possess sufficient computer keyboarding skills for doing online work

    116 (52.5)

    73 (33)

    32 (14.5)

    I feel comfortable composing text on a computer in an online learning environment

    111 (50.2)

    64 (29)

    46 (20.8)

    I feel comfortable communicating online in English

    116 (52.5)

    77 (34.8)

    28 (12.7)

    I am motivated by the study material used in an internet activity to keeping learning other than class

    104 (47.1)

    68 (30.8)

    49 (22.2)

    Learning is the same in class and at home on the internet

    66 (29.9)

    38 (17.2)

    117 (52.9)

    I believe that learning on the internet outside of class is more motivating than a regular course

    70 (31.7)

    41 (18.6)

    110 (49.8)

    I believe a complete course can be given effectively by the internet without difficulty

    85 (38.5)

    72 (32.6)

    64 (29)

    I believe that material in an internet course is better prepared than a traditional class

    71 (32.1)

    57 (25.8)

    93 (42.1)

    I feel that face-to-face contact with my instructor is necessary for learning

    157 (71)

    43 (19.5)

    21 (9.5)

    I believe that online education opens new doors to knowledge horizons

    105 (47.5)

    73 (33)

    43 (19.5)

    Percentages based on the number of respondents answering the question.

    Discussion

    This paper will examine during the lockdown period of COVID-19 the online education practices and feedback from law students. Although retaining the theoretical lens at the foundation, this study offers numerous viewpoints on the contemporary issues faced by law students during online education. The mixed-methods research explored the views of law students in the Sahiwal District students at universities and colleges. While recognising the expectations of law students about the current trend, new insights come to the fore.

    It is found that the initiative of the educational institutions for online education started in compliance with the directions received from HEC and HED. Under the ‘Suspending Classes Without Stopping Learning’ scheme, the government of China demonstrated the same readiness to resume standard of online learning activities during the COVID-19 period of uncertainty (Zhang et al., 2020). In terms of techno-academic blending, the preparedness of the educational institutions was geared to a greater degree. Relevant stakeholders, namely, students, academicians, and technicians, began working to utilise this transition. Because of the remoteness of the location of law students, they faced connectivity and video problems and could not able to compromise the time required for machine learning.

    Moreover, various online learning resources available for law students, such as Google Meet, Zoom, Facebook, and YouTube, were used on a need-based basis. Most law teachers have been trained by organisations and educational institutions who have acquired practical experience. The use of modern teaching techniques was a challenging task for them. Law teachers decided to use WhatsApp, emails and telephone conversations for teaching at the very beginning of the lockdown. However, as the period of lockdown continued to be prolonged from time to time, these apps (WhatsApp, Emails, and telephone conversations) proved insufficient. Law teachers have been trained concerning the LMS of the relevant institution. Gradually, other online educational modes or platforms were further explored by law students as well as teachers. To expand their academic exposure and comprehension, teachers and students began to install other online-digital education platforms, i.e., Google Meets, Zoom, Edmodo, LinkedIn, Telegram, and some other similar platforms.

    Teaching communications went online without ensuring that law teachers are accountable for the same online platform they are using. Connectivity, as well as compatibility problems, were raised in two-way interaction due to the fact that during the lockdown period, law students returned to their home towns (mostly in remote rural areas) and do not have high-speed internet access and power supply issues rest apart. In order to preserve the mental well-being and centred studies of law students in this pandemic, (Majumdar et al., 2020) advocated adequate counselling services. The legal educational institutions must offer it to support findings that counselling services are needed for law students’ well-being and sound mental health regarding the different resources and tools used for online education issues. After the termination of physical classes, law students have been facing numerous issues such as socio-emotional imbalance, financial burden, personal adjustment to daily life activities at home, and many other similar issues to overcome the negative impacts of the ongoing isolation period (UNESCO-IESALC, 2020).

    For the first time, many students and teachers want to understand the pros and cons of online distance learning, and they are finding free online tools for online education (Team-NSCW, 2020) that encourage the understanding of students for free and easy access to teaching and learning online-digital resources. Nevertheless, it will take some time to get used to the modern modes of online education. Sahiwal's numerous legal educational institutions have managed to cope with the situation at the same standard as any other institutions of this kind. The presentations and delivery of instructions must be well-organised to make the e-contents more usable. To avoid monotony, there must be some devising queries that come in law student's minds during the delivery of the online digital learning contents. This is also emphasised by the (Zayabalaradjane, 2020) for flexible learning; it states that a learner-centred approach offers students with several learning opportunities to make exciting and useful learning results. It is fair enough to comment that the pandemic taught us that during uncertain situations such as COVID-19, the need for the hour is to sustain and keep adopting the online education mode simultaneously even after the lockdown period.

    Students used to provide teachers with appropriate input on online education’s positive and negative aspects and continued to function until their optimal satisfaction. Different legal educational institutions in the district of Sahiwal have used the LMS portal and the related institution’s official websites to inform students regularly. Law Students and teachers are told periodically by the concerned authorities via emails and the online social media groups of the legal institutions about exams and other academic events.

    Data from this study indicate that the time-bound importance and cruciality of online education were more fully understood during the time of lockdown. This validates (Tay et al., 2020)'s results that whilst attempts have been made to communicate with students through certain digital online tools using online learning platforms without setting up certain basic features according to the particular needs in advance can be an agonised experience. Law students also mentioned that they found difficulties conducting online classes in the time of lockdown mostly due to the fact that it involved the systematic, new as well as complex demonstration of the entire method.

    As a time-appropriate gap mechanism for meeting the COVID-19 pandemic demands, online education has been introduced well within its limits as a viable alternative. Is it a moot question whether it will or may not be useful in the future? As of now, the assessment of law student perception and level of satisfaction ascertained through the questionnaire of this study has proven to be useful. It may take time to see if online legal education’s panic attempts to satisfy the need for a net balance of cumulative significance. Concludingly, there is a desperate need to link the difference between the haves and have not, as well as the urban, rural and remote affluent due to the fact that the law students belong to various socio-economic circumstances and apply the same academic methods.

    Recommendations and Conclusion

    Followings are the observations and recommendation made during the present study which could be useful to the government, legal educational institutions, policymakers and other stakeholders to combat the effects of COVID-19 on the education and continuous learning process in the country:

    In order to decide when classes should be transferred into online mode, legal educational institutions need to create and distribute situational criteria. Secondly, sufficient accommodation is needed to enable law students to take part in the delivery of online learning sessions. This involves recording online sessions to allow law students to hear missed lectures due to non-academic responsibilities;

    Law students should understand that teachers are likely to have responsibilities and that flexibility is required in the preparation of lectures and meetings.

    Law students must keep their relevant department head and other concerned staff informed about the updated progress of the course. Decision-makers must be kept well-informed of developments and problems because this is a new endeavour for most legal educational institutions;

    To assess how well various approaches or tools are working, consider polling law students. It is recommended using a law student-survey or using other means of inviting feedback at the beginning of the semester and again midway through to find out what is working well and what is not;

    Article 25A of the Constitution of Pakistan mentions that the State shall grant compulsory and free education to all children aged 5-16 years of age. Therefore, students should be prepared from the school level to use the digital means of study;

    Article 37 states that the State shall foster, with special attention, the general availability of technical and vocational education and the equitable accessibility of higher education to everyone. Therefore, the government should make legislation concerning online education and ensure the provision of all necessary relevant resources and instruments to both law teachers and law students;

    To facilitate online education, the government should also consider encouraging Information Technology (IT) support. For this purpose, lessons can be learned from the states’ best practices, for example, China is assisting students with the provision of Chinese applications, including WeChat, Ding Ding, Fanya, and similar office meeting tools;

    Every legal educational institution should also have its independent learning management system (LMS) which should adhere to the physical as well as online learning tools and practices at the same time;

    Every LMS must-have tools for conducting Mock Court Room trials, it will prepare law students for future as many courts especially the Supreme Court of Pakistan has started to conduct online proceedings; and

    Provision of cheap as well as effective internet access and services should also be the top priority. Persons related to academia, whether teachers, students or administrative staff should be given privilege with best internet quality as well as the lowest rates. 


    It is concluded through the above results and discussion that the COVID-19 have immensely affected the education sector of Pakistan. While it has raised several challenges, various possibilities, opportunities, and solutions have also developed. The Pakistani government and various stakeholders in the legal education sector have explored the possibility of online education by introducing various digital technologies as an alternative mode of education to cope with the current COVID-19 crisis. It is a reality that Pakistan, being a developing country, is not fully prepared for online or digital legal education to reach all corners of the nation. Like their other fellows, the law students are not fortunate will suffer due to the current choice of digital platforms. Therefore, the priority should be to use modern digital modes and technologies to establish a beneficial role for millions of young law students in Pakistan in an attempt to find a way to solve this issue. In order to be able to face COVID-19-like scenarios, legal educational institutions need time to improve their expertise and information technology infrastructure. There is an urgent need to optimise the use of online digital platforms, even if the ongoing crisis lasts longer, so that law students in one aspect complete their degrees timely and in the relevant academic year, on the other hand, also well-prepared for a digital-oriented era in the future. In such a pandemic scenario, the notion of 'work from home' has greater significance to minimise the spread of COVID-19. Pakistan should develop innovative solutions to ensure that, during the COVID-19 pandemic, all law students would have sustainable access to learning. Different people from diverse backgrounds, including remote areas, marginalised groups, and minority groups, must be included in Pakistani policies for the successful delivery of legal education. Since online practice benefits law students greatly, even after the lockdown, it should be continued.

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Cite this article

    APA : Anwar, M. F., Khan, M. I., & Bakhsh, F. (2021). Impact of COVID-19 on Legal Education Sector of Pakistan and Online Education as an Alternative Learning System. Global Legal Studies Review, VI(III), 7-16. https://doi.org/10.31703/glsr.2021(VI-III).02
    CHICAGO : Anwar, Muhammad Fahad, Mehran Idris Khan, and Faiz Bakhsh. 2021. "Impact of COVID-19 on Legal Education Sector of Pakistan and Online Education as an Alternative Learning System." Global Legal Studies Review, VI (III): 7-16 doi: 10.31703/glsr.2021(VI-III).02
    HARVARD : ANWAR, M. F., KHAN, M. I. & BAKHSH, F. 2021. Impact of COVID-19 on Legal Education Sector of Pakistan and Online Education as an Alternative Learning System. Global Legal Studies Review, VI, 7-16.
    MHRA : Anwar, Muhammad Fahad, Mehran Idris Khan, and Faiz Bakhsh. 2021. "Impact of COVID-19 on Legal Education Sector of Pakistan and Online Education as an Alternative Learning System." Global Legal Studies Review, VI: 7-16
    MLA : Anwar, Muhammad Fahad, Mehran Idris Khan, and Faiz Bakhsh. "Impact of COVID-19 on Legal Education Sector of Pakistan and Online Education as an Alternative Learning System." Global Legal Studies Review, VI.III (2021): 7-16 Print.
    OXFORD : Anwar, Muhammad Fahad, Khan, Mehran Idris, and Bakhsh, Faiz (2021), "Impact of COVID-19 on Legal Education Sector of Pakistan and Online Education as an Alternative Learning System", Global Legal Studies Review, VI (III), 7-16
    TURABIAN : Anwar, Muhammad Fahad, Mehran Idris Khan, and Faiz Bakhsh. "Impact of COVID-19 on Legal Education Sector of Pakistan and Online Education as an Alternative Learning System." Global Legal Studies Review VI, no. III (2021): 7-16. https://doi.org/10.31703/glsr.2021(VI-III).02