Mapping emerging massive open online course (MOOC) markets before and after COVID 19: A comparative perspective from Bangladesh and India

Abstract

Massive open online course (MOOC) is a relatively new concept in Bangladesh during the ongoing COVID 19 pandemic. This study aims to develop a MOOC to promote a conceptual understanding of diversity, tolerance and pluralism. In addition, this study investigates the findings of MOOC exercises based on a comparative study of the MOOC markets in India and Bangladesh. Factors like education market background, current government and non-government market leaders and existing startups were considered for assessing the comparison. In addition, prior to launching this MOOC in the Bangladesh market, the MOOC markets in the Asia Pacific region have been explored through extensive literature reviews. Although the EdTech markets of India and Bangladesh show promising developments and great potential, the lack of adequate infrastructure continues to be a major drawback. The experts shared their perspectives on developing more engaging academic materials through animation, illustrations, and video descriptions. Also, NGOs should be engaged to promote the course and reach the appropriate target market.

A systematic literature review on preventing violent extremism

“…Because it allows us to reframe prevention in a way that takes resilience into account, one that considers people and communities as capacity and authority rather than victims or dangers, it is desirable to develop a framework for resilience against VE that overcomes the identified difficulties. Socioeconomic robustness has the greatest potential in this environment (Amit, Karim, et al, 2022). At the core of this strategy lies a fundamental change in defense mechanisms that shifts the emphasis from the person to the social and physical environment as a primary facilitator of good development in terrible conditions (Ungar, 2011).…”

“…Need of both conversation and debate is emphasized all over the literature, with requests for "critical discussion" (Quartermaine, 2016), "difficult dialog" (Mcdonald, 2011), and "extremism-related talks" (Amit et al, 2021;Ghosh et al, 2017), "frank and candid talk" (Taylor & Soni, 2017), "open political debate and discussion" (Thomas, 2016), and "nonjudgmental discussion" (Liht & Savage, 2013). One of the most notable functions given to debate in the literature is the establishment of space and the prospect of examining and criticizing ideas.…”

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

“…Online courses that a student accesses through the internet are a massive open online course (MOOCs). Typically, these courses consist of traditional class materials made accessible online, which may include the following: such as video lectures that have been filmed or recorded, interaction with other students via forums, online quizzes and examinations; and interactive learning modules ( Amit et al, 2022 ). The opportunity to access world class education and lifetime learning may be offered to students through the use of MOOCs ( Al-Rahmi et al, 2018 ).…”

Effects of Communication for Conceptual Development in Online Discussion

“…In the online learning environment, students are required to have more self-regulation skills [1]. Subsequently, teachers need to consider providing a communicative online environment in which scholarly discussions that coordinate the conceptual development of the learning community can take place [2]. Assessing the processes of acquiring academic knowledge is becoming increasingly important [3].…”