The past decade has seen the emergence of Massive Open Online Courses (MOOCs) as an alternate mode of learning in higher education. MOOC platforms enable wider access to education for a large population at a lower cost. Consequently, there has been an avid interest among private and public institutions in creating MOOC platforms. India, too, has jumped on to the bandwagon of MOOCs with the introduction of the National Programme on Technology Enhanced Learning (NPTEL), NPTEL Online Courses (NOC) and SWAYAM Regulation Act 2016. SWAYAM/NPTEL platform, in India, represents the largest scale attempt made by any public/national education system in the world to create and encourage the use of MOOCs in higher education regular curricula, including for earning credits, especially in engineering and science disciplines. How well this system works and what are the lessons learnt so far shall be of immense relevance to any country or public authority that wants to do similar things, i.e., develop massive public digital education systems in higher education. At the conference, we shall present a critical evaluation of NPTEL among Indian learners using NPTEL data. The presentation will focus on analyzing various engineering and science NPTEL MOOCs based on several parameters such as registration rate, completion and successful completion rate, types of users and possible reasons for pursuing NPTEL. We shall also present a critical view, based on the NPTEL data and our field survey data, of policy and regulations vis-à-vis MOOCs adopted by Indian universities and institutions.
Pramath Kant, Indian Institute of Technology Bombay, India
Anurag Mehra, Indian Institute of Technology Bombay, India
Stream: Educational policy
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