Convergence or Divergence: MOOCs and Legacy of Higher Education Outcomes

Kaveri, Anitha; Gupta, Deepak; Gunasekar, Sangeetha; Pratap, Maheshwar

doi:10.1109/mite.2016.015

Cited by 7 publications

(2 citation statements)

References 5 publications

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“…SWAYAM was developed by the Ministry of Human Resources Development (MHRD) and All India Council for Technical Education (AICTE) with the help of Microsoft and was specifically designed to benefit working professionals, college dropouts, and students from remote areas (Nayek, 2018). The strength of SWAYAM lies in its qualitative evaluation system, recognition of credits and equity access, and affordability (Kaveri et al, 2016). Its history can be traced back to 2003 with the initiation of the National Programme on Technology Enhanced Learning (NPTEL) by the IITs and IISc.…”

Section: Central Government Pre Covid-19 E-learning Initiativesmentioning

confidence: 99%

Indian government E-learning initiatives in response to COVID-19 crisis: A case study on online learning in Indian higher education system

et al. 2021

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Recently, the whole world has faced the deadliest and dangerous consequences due to the transmission of infectious novel coronavirus (nCov). With the outbreak of COVID-19, the education learners, practitioners, and other stakeholders were at the sake of a loss, as it causes the suspension of physical classes and physical interaction of the learners. In these circumstances, Electronic learning (E-learning), Online learning, and the use of Information and Communications Technology (ICT) tools came in handy. It helped the learners in the dissemination of ideas, conducting online classes, making online discussion forums, and taking online examinations. Like the government of each country, the Indian government was also caught off-guard but the existing E-learning infrastructure was able to leverage on while devising plans to tailor them to new situations and launching new ones. The initiatives at the forefront of this noble battle launched by the Department of School Education and Literacy, Ministry of Human Resources Development (MHRD) includes Diksha, Swayam Prabha Channel, Shiksha Van, E-Pathshala, and National Repository of Open Educational Resources (NROER). It worth noting that apart from the Indian central government efforts, each state has various online education initiatives that are tailored to their needs. This research evaluated each of these initiatives commenced by central and state governments and present a detailed analysis of most of the relevant initiatives. Additionally, a survey is conducted to get insights of learners in concern to online learning. Despite the issues raised in this learning, the outcomes come to be satisfactorily favoring online learning.

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Section: Central Government Pre Covid-19 E-learning Initiativesmentioning

confidence: 99%

Indian government E-learning initiatives in response to COVID-19 crisis: A case study on online learning in Indian higher education system

et al. 2021

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“…HEIs and the Ministry of Education of a country can collectively design courses, which the central government authorizes, will increase the trust to take-up online courses. To mention an example, the MOOC platform SWAYAM by the Government of India is a legacy in the Indian education sector (Kaveri et al , 2017). More of such recognized platforms will attract more students and teachers to benefit from, which will have a positive impact in the long run. Trust is the primary component that will attract new enrolments.…”

Section: The Significant Contribution Of the Studymentioning

confidence: 99%

“COVID-19 and students perception about MOOCs” a case of Indian higher educational institutions

Raja

Kallarakal

2020

ITSE

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Purpose The purpose of this paper is to understand the outcomes of Massive Open Online Courses (MOOCs) in the light of COVID-19 concerning the students of higher educational institutions (HEIs) in India. The COVID-19 has disrupted the normal teaching-learning role across the world and has put everyone in a nightmare. HEIs are now requesting students to take up MOOCs to explore and attain knowledge and the same is even followed by the corporate institutions. MOOCs are one of the crisis management solutions to ensure that education is continuous and not disrupted. Design/methodology/approach The data included in this research has been collected from students of HEIs across India using a convenient sampling method. The collected data was exposed to a factor analysis using a principal component analysis (PCA) technique to reduce multiple dimensions. Findings The various stakeholders such as the government, HEIs and the MOOC providers have to play a crucial role in developing intellectual human assets for the nation’s growth and progression by extending flexible and cost-effective learning facilities. Education should be free to boost up the learning motivation, and hence it is the responsibility of the stakeholders to provide few courses free of cost, which will increase the rate of enrolment and student participation. Research limitations/implications From the research, it is well understood that MOOCs are useful to keep oneself updated with the market and industry trends especially when the world is focusing on business analytics, artificial intelligence and other technologically driven topics and concepts. Practical implications The present study contributes to the growing body of evidence that MOOCs play an important role in providing flexibility in learning. In the future, if there are similar crisis, which will disrupt education, then the best alternative will be MOOC through which many stakeholders will benefit. Education should be free to boost up the learning motivation, and hence it is the responsibility of the stakeholders to provide few courses free of cost, which will increase the rate of enrolment and student participation. Social implications Education is a service for the society which will have a long-term positive impact on improving the standard of living of the people. Hence, MOOCs can be one of the educational elements to provide learning opportunities to all age groups. Originality/value This study has explored the perception of MOOCs among the students of HEIs in India in the COVID-19 pandemic. The fresh data collected from the students is a reflection of their experiences during the COVID-19 lockdown. Indeed, it is quite surprising to know that majority of the respondents have arranged to learn during the pandemic, which shows the thirst and urge to learn. Digital technology and tools are welcomed and accepted by the student community.

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Education 4.0: Hesitant Fuzzy SWARA Assessment Approach for Intelligent Selection of Research Opportunities

Khanna

Pragya

Gauba³

et al. 2022

Proceedings of Third International Conference on Computing, Communications, and Cyber-Security

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Convergence or Divergence: MOOCs and Legacy of Higher Education Outcomes

Cited by 7 publications

References 5 publications

Indian government E-learning initiatives in response to COVID-19 crisis: A case study on online learning in Indian higher education system

Indian government E-learning initiatives in response to COVID-19 crisis: A case study on online learning in Indian higher education system

“COVID-19 and students perception about MOOCs” a case of Indian higher educational institutions

Education 4.0: Hesitant Fuzzy SWARA Assessment Approach for Intelligent Selection of Research Opportunities

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