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Massive Open Online Course (MOOC) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants. MOOCs have recently received a great deal of attention from the media, entrepreneurial vendors, education professionals and technologically literate sections of the public. MOOCs will provide free to access cutting edge courses to students of higher education in university system. Across the world, premier universities have put their courses online by setting up open learning platforms, such as edX. Commercial start-ups such as Coursera and Udacity have also been launched in collaboration with prestigious universities, offering online courses for free or charging a small fee for certification. The rapid expansion of MOOCs has sparked commercial interest from venture capitalists and major corporations who want to enter the Higher Education (HE) market using a MOOC approach. Students’ motivation to participate in MOOCs is a significant area of interest. Factors that influence students’ motivation to learn include future economic benefit, development of personal and professional identity, challenge and achievement, enjoyment and fun. What motivates the MOOC learner? Surveys conducted by researchers at Duke University show that student motivations typically fell into one of four categories viz. a) To support lifelong learning or gain an understanding of the subject matter, with no particular expectations for completion or achievement b) For fun, entertainment, social experience and intellectual stimulation c) Convenience, often in conjunction with barriers to traditional education options d) To experience or explore online education (Belanger and Thornton, 2013). In order to investigate the usage and effectiveness of Massive Open Online Courses (MOOCs) of edX, Coursera, Udacity and Udemy in university system in India, a qualitative study was employed by the authors and semi-structured in-depth interviews were conducted with students of higher education in Indian universities and teaching professionals in university setups. The authors interviewed the participants based on a list of questions expanded from the three primary research questions based on the awareness, content, usage and learning outcomes. The questions were open-ended, which allowed the participants to freely express their experiences, thoughts, and feelings about the use of MOOCs. This study demonstrates the awareness, usage and effectiveness of MOOCs among students and teaching professionals of Indian University system.
Journal of Information and Computational Science
MOOC : Challenges & Prospects in Indian Higher Education2020 •
A Massive Open Online Course (MOOC) is a web-based platform which provides unlimited number of students worldwide with a chance of distance education with the best institutes in the world. It was established back in 2008 and gained momentum in 2012 as a popular learning tool. Many MOOCs have communities that have interactive sessions and forums between the student, professors and Teaching Assistants (TAs) along with the study/course material and video lectures. The Massive Open Online Course (MOOC) movement is playing a pivotal role in transforming the higher education. Courses designed for large numbers of participants, that can be accessed by anyone, anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free (OpenupEd 2015). As more initiatives are launched, millions of people around the world continue to participate in MOOCs through a small but growing diversity of courses and platforms; and they continue to attract a high level of interest from reputed educational institutions, senior politicians, policy-makers and popular media houses. The key point is that different interest groups and stakeholders have quite different reasons for promoting MOOCs and therefore the opening up of education agenda must be seen alongside powerful forces that view online learning as a means of intellectual development, enhancement in self esteem, increasing competition between institutions, introducing new business models with reduced public funding for universities, and the creation of a global higher education digital marketplace (Brown et al., 2015). On the other hand, they show that MOOCs have the 1 Santu Biswas
The development of Massive Open Online Courses (MOOCs) as an innovation with great potential to widen participation and promote lifelong learning have drawn on providers' experience of online and blended learning opportunities. MOOCs or Massive Open Online Courses is the method of learning in which courses are made available over web/Internet. These learning programs are available 24/7 and act as a correspondence course over Internet. Being accessible, affordable as well as flexible, MOOCs provide student centric and self-paced learning for their students. Age is no barrier for those who want to study in MOOCs University. According to latest study, nearly 1.4 million students of India are enrolled at the secondary and higher secondary level through online learning or MOOCs in India making a bridge between discontinued education and present-day academic dreams/ambitions of a student. In a developing country like India where the major part of population resides in rural areas and people can't afford to get quality education, Massive Open Online Courses (MOOCs) can definitely considered as a game changer. Online Education courses in India promote theoretical knowledge rather than practical one, so in this case one can go for these online courses to enhance their practical knowledge. As they are available anytime, anywhere student can combine these courses with their university programs in order to achieve both practical and theoretical knowledge.
Quest Journal of Management Research
A study on the awareness and utilisation of MOOC (Massive Open Online Course) as an alternative to formal education2018 •
MOOCs have been around for quite some time now, since the first decade of the 21st century, but until recently there were not many takers for this model of learning. There are many MOOC providers across the globe some the renowned ones include-EDX, Khan Academy, Coursera. There are some indigenously developed MOOC platforms as well such as SWAYAM & NPTEL. Purpose This research paper aims at understanding the level of awareness and the extent of usage of MOOCs (Massive Open Online Courses) by different people. The scope of the research covers the reasons for taking up or not taking up MOOCs as an educational alternative.
Journal of Applied Research in Higher Education
Perceptions of MOOCs among Indian State University students and teachers2020 •
PurposeThis study was inspired by the emergence of Massive Open Online Courses (henceforth MOOCs) as an e-learning trend of recent times, attracting huge enrollment across the globe. Studies revealed that MOOCs had been getting extensive attention by educational circles in India, but whether its acceptability is limited only among learning communities of country’s top-notch universities like Indian Institute of Science (IISc), Indian Institute of Technology (IITs), Indian Institute of Management (IIMs), and among Central Universities; or it has attracted equally the learners of State Universities spreading across every nook and corner of this huge country is yet to be studied. These State Universities virtually uphold the country’s higher education sector by catering learning ambitions of largest number of students. The present study investigated the penetration of MOOCs among students and teachers of State Universities in India.Design/methodology/approachA qualitative survey was co...
Asian Journal of Agricultural Extension, Economics & Sociology
Challenges in Designing and Development of Massive Open Online Courses (MOOCS) as Perceived by Instructors across India2021 •
The study aimed to explore the challenges perceived by the instructors during the designing and development of MOOCs in India. The data was collected through a mailed questionnaire with the help of Google form. A total of 79 respondents were involved across India. Descriptive research design was used for this particular study. The study revealed that content development (2.48) was perceived as a big challenge by the instructors because most of the content was available in video form. Learners’ engagement (2.33) was found as the second most important challenge perceived by the instructors. Other important challenges were time pressure during the development of MOOCs (2.20); moderating discussion forum (2.11) and technical competency (2.06). It can be concluded that among all parameters content development is hectic and the most challenging. One can be more effective in content development when others parameters like technical competency, discussion forum etc. are tackled properly so ...
The Internet and third generation (3G) mobile devices have made technology-mediated education more pervasive. Technology-mediated alternatives are not a pipe dream but are already being implemented at scale and with success in various countries. A radically new pedagogic approach for providing knowledge and education has emerged namely: the concept of learning through Massive Open Online Courses (MOOCs). MOOCs are free courses designed to be accessed via the web or other network technologies by large number of learners across the world. The adoption of MOOCs as an integral element of a modern post-secondary education system is expected to change the structure of the higher education system. In this paper an attempt has been made to provide a detailed backgrounder on MOOCs: their genesis and growth; their pedagogy; how they work/ operate; who are its users; and what are the completion rates and the issues and challenges associated with them. By reviewing the reporting on the MOOCs through blogs, press releases, research papers and available reports, certain lessons have been learnt. In this background, what should be India’s response to the adoption of MOOCs has been outlined in this paper.
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