MOOCs in indian context: An Overview provides information about various MOOCs platforms and discusses extensively about Swayam, the Indian MOOC Platform.

1. MOOCs in Indian Context: An Overview
Vasantha Raju N.
Librarian
Govt. First Grade College-Talakadu-571 122
vasanthrz@gmail.com
Sri. D.D. Urs Govt. First Grade College, Hunsur
18-09-2019

2. Source: https://uctlanguagecentre.com/blog/learning-english-online-moocs/

3. The Underlining Philosophy of MOOCs Is?
3A’s
i.e., Anytime, Anyone, Anywhere.

4. Massive Open Online Courses (MOOCs)?
Massive Open Online Courses (MOOCs) are a mechanism of mass
dissemination of information through an internet-based educational course
to potentially very large and (internationally) distributed groups of learners.
MOOCs engage thousands of students without geographic bounds
simultaneously in an internet-based, virtual education and socialization
experience.
- Maxwell, et al (2016)
Massive Open Online Course (MOOC) is a free Web-based
distance learning program that is designed for the participation
of large numbers of geographically dispersed students.

5. Source: https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2013/massive-open-online-courses.pdf

6. MIT OpenCourseWare Web Interface
(One of the early Imitative in OERs Paradigm)

7. Khan Academy Web Interface

8. Different MOOCs Modules
• cMOOCs: CMOOCs is also known as connectivist module, which was
originated in 2008 at the University of Manitoba by Stephen Downes and George
Siemens, and in which online communities form around a subject of mutual interest,
typically outside traditional educational contexts.
- Collaborative Participation in Social Network Sites
• xMOOCs: xMOOCs are based on a more traditional classroom structure: They are a
combination of pre-recorded video lecture with quizzes, tests, or other assessments.
xMOOCs are centered around a professor rather than around a community of
students.
Example: edX, Coursera and Udacity etc.,

9. Difference Between Open Educational
Resources and MOOCs
OERs MOOCs
Any type of educational materials that are in
the public domain or introduced with an open
license which can be remixed and
redistributed
MOOC's are not changeable
Free Class Materials ranging from textbooks
to curricula, syllabi, lecture notes,
assignments, tests, projects, audio, video and
animation
Full or mini courses with a definite start and
end date.
No faculty participation and Credits Faculty or graduate assistant
participation/Interaction
Learner can earn certificate/credit on
successful completion of MOOCs course

10. e-PG Pathshala OERs Web Interface

11. Typical MOOCs Components /Features
• Video Lecture: Recorded Video Lectures of Courses divided into multiple chunks ( 1 to 10 minutes)
will be made available for learning
• Reading Materials/Additional Sources: The Course Facilitator or Coordinator will guide you to
additional sources for consulting for better understanding for course
• Section-Wise Deliverance of Contents: Video lectures will not be delivered fully but it will be
released or made available in small chucks so that the students can learn on his own pace or
scheduled basis.
• Discussion Forums (Peer Feedback) : Course Specific forums will address the questions and doubts
since the physical presence is minute in this form of learning. Its collaborative and both facilitator
and students can answer or discuss the issues without any teacher-student biases.
• Section-Wise Tests and Assignments: (Periodical): Test and Assignments will be given after
completion of each sections or course module. Tests will be most of the time multiple choice based
• Final Grading Through Examinations: Credits or grading will be added/given only after
successfully completing the course fully. The exams may be of objective types or through peer
assessment. Exams will be conducted to assess the students learning outcomes

12. Various MOOCs Courses
Credit Based or Certified Courses (Scheduled Driven)
Credits will be transferred to Marks Sheets
Non-Credit Based Coursed (Self-Paced Courses)
Helps for Improving Our Skill Sets

13. Major Global MOOCs Providers

14. (Study Webs of Active-Learning for Young Aspiring Minds)
India’s Own MOOCs
Launched on 15 August 2016 and made Available to the Public
in July 2017
One of the Largest MOOCs in the World with More than 2000
Courses

15. Comparison of Major MOOCs Providers
Source: Nisha, F. & Senthil, V. (2015). MOOCs: Trends Towards Open Distance Learning With Special Reference to
India. DESIDOC Library & Information Technology. 35(2). 82-89.

16. MOOCs User Base and Number of Courses Across the
Globe
Source: https://www.classcentral.com/report/mooc-stats-2018/

17. How MOOCs is Beneficial?
• Free of Cost (?) and Easy Enrolment
• Update once Skill Set by enrolling to the Course of his/her Choice
• Participation of International Academic Community
• Encouraging Collaborative Participations
• It increases institutional visibility and help for student admission
• Encourages interdisciplinary learning
• Financially viable for student community

18. Efforts in Developing OERs/Massive Open Online
Courses (MOOCs) in India
• NPTEL (National Program on Technology Enhanced Learning)
• Joint Initiative of IITs and IISc (2003). NPTEL was started with an objective to provide quality education in
the field of Engineering in India by developing curriculum based videos and web courses.
• National Mission on Education through ICT (NMEICT)
• Launched in the year 2009 with support of Ministry of HRD, Govt. of India
• NPTEL has developed e-content for 933 Courses in Engineering
• Consortium of Educational Communication (CEC) developed e-content for 67 Undergraduate subjects
• UGC developed interactive e-content in 70 subjects of post graduate level ( e-PG Pathasala)
• IIMBx
• IIMB started offering massive open online courses (MOOCs) in 2014 through its digital learning initiative.
IIMBx offers MOOCs in all areas of management in partnership with edX.
• ApnaCourse
• Launched in August 2013, ApnaCourse.com is a leading E-Learning Platform providing in-demand video
courses delivered by Top Instructors. The courses are aimed at individuals to enhance their skill set and
advance their career.

19. Swayam-Indian MOOCs Platform
• This is a Government of India ( Digital India) Initiative
• SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) is an Indigenous
integrated MOOCs platform
• Aimed at offering courses from school level (Class IX) to post-graduation level
• The platform has been developed collaboratively by MHRD (Ministry of Human Resource
Development) and AICTE (All India Council for Technical Education) with the help of Microsoft in
capable of hosting 2000 courses
• The objective of Swayam is to provide the best learning resources to all, including the most
disadvantaged.
And Achieve Three Cardinal Principal of Educational Policy
Access-Equity and Quality

20. Swayam Web Interface

21. Major Features of Swayam
Course type
and duration
• Credit – At
least of one
Semester
Duration
• Non-credit-
Shorter
Duration
Course
components
• Video lecture
• specially prepared
reading material that
can be
downloaded/printed
• Self-assessment tests
through tests and
quizzes
• An online discussion
forum for clearing the
doubts.
Eligibility
• Accessed by
Anyone
• Anytime
• Anywhere
Course fee
• Free of Cost
• to obtain
certificate for
a particular
course
students need
to pay a
nominal fee
Certification
• certificates
are awarded
to students
only after
successful
completion of
the course.
Credits
Students will be assessed through Proctored Exams at the end of the course and credits will be
transferred to the students academic records/marks sheet by the host institutions
- UGC (Credit Framework for Online Learning Courses through SWAYAM) Regulation, 2016.
- AICTE (Credit Framework for online learning course through SWAYAM) Regulations, 2016

22. Example-Course Announcements in Swayam Platform

23. Typical Course Plan in Swayam

24. How Quality Content is Produced and Delivered in Swayam
Platform?

25. National Coordinators for (Swayam) Content
Development for Different Educational Levels

26. 0
500000
1000000
1500000
2000000
2500000
3000000
Ph.D. M.Phil. Post
Graduate
Under
Graduate
PG Diploma Diploma Certificate Integrated
139218
17912
797694
1980564
63514
164698 15417 1136110 0
1177430
2553590
89943
99199
52607
0
Student Enrolment Comparison Data Between Regular and Distance Mode in Universities
and Other Colleges
Regular Mode Distance Mode
Why Swayam is Important in Indian Context?
Source: AISHE Report, 2017-18

27. How Swayam Helps the Indian Higher Education
Sector ?
• MOOCs can be partnered with traditional Universities to offer Degrees
• Helps in improving GER in Higher Education Sector
• Helps to enhance the skill set required in the job market
• Helps in Bringing new ideas in designing pedagogy for traditional learning systems
• Cost effective and easy to reach large populations
• Introduce Novel way of learning by delivering contents in different form and formats.

28. How Swayam Can be Improved Further
• Need to Enhance Student Digital Literacy Skills
• Steps Should Be Taken to Provide Course Contents in Regional languages
• Need to Increase Internet Penetration Rate in Rural Areas
• There is need to develop technological infrastructure in rural areas to reach the disadvantage
communities
• Look for Sustainable Financial Modules to Continue this Initiative
• Need to take appropriate measures to improve the completion ratio of the course participants
• Controlling Student Enrolment/Registration
• Data Analytics should be Used to Collect the User Participation Data

29. To Explore Further Please Visit
https://swayam.gov.in/

30. References:
• Chakrvarty, Rupak., & Kaur, J. (2016) MOOCs in India: Yet to shine. International Journal of Information
Studies & Libraries, 1(1). Retrieved from http://www.publishingindia.com/ijisl/107/moocs-in-india-yet-to-
shine/478/3448/
• English Language Centre, University of Cape Town. (2017). Learning English online: MOOCs. Retrieved from
https://uctlanguagecentre.com/blog/learning-english-online-moocs/
• Massive online open courses: Higher education’s digital moment? (2013). Retrieved from
https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2013/massive-open-online-
courses.pdf
• Maxwella, W.D., Fabela, P.H., Diazb,V., Walkowc, J.C., Kwiekd, N.C., Kanchanaraksae, S., Wamsleyf, M.,
Cheng, A., Bookstavera, P.B. (2016). Open online courses in US healthcare education: Practical considerations
and lesson learned in implementation. Currents in Pharmacy Teaching & Learning, 10(6), 736-743.
• Nisha, F. & Senthil, V. (2015). MOOCs: Trends Towards Open Distance Learning With Special Reference to
India. DESIDOC Library & Information Technology. 35(2). 82-89.
• Shika Anand. (2017). Free MOOCs course at Swayam: Govts online education platform. Retrieved from
https://www.shiksha.com/engineering/articles/free-mooc-courses-at-swayam-govt-s-online-education-
platform-blogId-14716

31. Thank You
?
Courtesy: OCLC