Implications of the Intertwined Effects of Curriculum Inclusive MOOCs

Abstract

Massive open online courses have been popular among learners when it comes to technology-enhanced learning. With the high potential to enhance and drastically improve the learning process of the learners, MOOCs can conveniently be considered to offer blended e-learning for regular and traditional methods of learning. Universities are considering the adoption of these MOOCs by implementing different models to merge these MOOCs into the traditional classroom and regular curriculums. Multiple methods have been identified by various Universities for blended MOOCs. One such model is Curriculum Inclusive MOOC (ciMOOC) which is a framework implemented by a private Indian University to provide flexibility to both University and its students. The paper highlights the intertwined effects of the ciMOOC and records the perception of learners towards such blended models. Comparative of the evaluation methodologies adopted by the University for Curriculum Inclusive Model and the one used by a MOOC platform has been outlined. By analyzing the performance of learners in ciMOOC, the study attempts to evaluate the effectiveness of a blended model. From the analysis, we infer that a blended model of this nature reduces contact hours and facilitates the learning process.

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