An Evaluation of Digital Learning Platforms in Higher Education with - sersc

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 An Evaluation of Digital Learning Platforms in Higher Education with
 MOOCs Perspective in India

 Pradeep Kumar1 and Dr. Adarsh Garg2
 1
 Research Scholar, School of Business, Galgotias University, Uttar Pradesh
 2
 Professor, School of Business, Galgotias University, Uttar Pradesh

 Abstract

Digital technological interventions have radically changed the landscape of education. The inclusion of
digital learning in the traditional education system has challenged the current pedagogical practices.
Globally, universities have launched digital learning platforms through Massive Open Online Courses
(MOOCs) which offers online courses for free or at a small cost for certification. MOOC, an educational
tool has emerged as a supplementary tool to the traditional teaching and has refined the pedagogical
practice to achieve higher quality of learning through multitude of services like video, quiz, discussion
forum and so on. Lifelong learning, free access, collaboration and interactive forums, self-assessment,
high-quality educational resources are the unique characteristics of the MOOC platform. Education in
India has also witnessed many changes. The increased registration of Indian students from different
location and with multiple educational background in the global MOOC platform has sparked interest
from the Indian Government and many other prestigious Indian institutes and private organization to
launch Indian-specific MOOC. In the present study, current papers related to MOOC in Indian higher
education were reviewed to extract the information on the level of usage of both global and Indian-
specific MOOC platform in Indian higher education. Though this article does not comment on any one
particular MOOC platform in an Indian context, the findings of this study showed a sizeable use and
benefits of different MOOC platform and identifies the major characteristics of digital learning platform
for its wide social acceptance; however, it was no short of challenges in terms of students retention in the
course, infrastructure and other aspects. Finally, the present article also highlights on the
recommendation for MOOC in Indian higher education.

Keywords: Digital learning, E-learning, Indian higher education, MOOC, Online learning

Introduction

Digital technology has facilitated creation, storing, processing and display of information. It provides
ranges of tools, applications, services, etc. and has become one of the main sources of facilitating services
through multiple electronic means like computers, mobile phones, laptops, iPad, etc (Rice, 2003). Over a

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period of time digital technology has found overwhelming applications in multitude of sectors including
education. The integration of digital technology with learner-centered instructions led to emergence of
digital learning which has improved the teaching-learning process (Motiwalla, 2007). This has supported
various education services like course development, sharing of content, teacher-student communication,
creation of presentation and lectures, assessment, and administrative services like student enrollment
(Rumanyika & Galan, 2015).

1. Digital learning in Indian higher education

The e-learning industry has shown a tremendous growth and by 2022, it is expected to contribute around
$243 billion to world economy with an expected 5% CAGR for the time period 2017-2022 (Ann, 2018).
An efficient higher education system is essential for the modernization and development of the nation.
The Information Technology (IT)-based digital intervention has transformed the education sector (Sousa
et al., 2017). Over a period of time a large number of adaptive learning platforms have been incorporated
to education system and free availability of course materials, videos and other learning resources has been
made possible by accessing open education platform (Sousa et al., 2017; Sousa and Rocha, 2018).
Different aspects of digital learning like familiarity and awareness, access, immediacy, lecturer
characteristic/capability and cost largely decide the use of digital learning in higher education (Bullen et
al., 2011; Tulinayo et al., 2018). Through digital learning a change in student’s perception about
completion of homework and laboratory activities was observed, other issues such as management of
class, students preference for the content and type of teaching process and identification of the learner
was easily sorted (Benta et al., 2014). Likewise, the positive effect of digital learning on motivation and
learning outcome is already been well known (Lin et al., 2017). Also, digital learning helps to overcome
many limitations and offer opportunities to students with disabilities, employed people who want to
continue higher education, rural students, and students in extreme location through e-learning platforms
(Renes, 2015).

As listed on AISHE portal (2018-2019), India has over 51,000 higher education institutions, out of which
993 are universities, 39931 are colleges and 10725 are Stand Alone Institutions (Statista, 2020). In India
the adoption of digital learning in higher education institution is still under progress (Jha & Shenoy,
2016), nevertheless it serves the purpose in developing content, interaction between the learners and
lecturers, delivering and sharing of content in the form of presentation (Rumanyika & Galan, 2015).
Among the three modes of e-learning, namely online, hybrid/blended and e-enhancement, there is higher
usage of e-enhancement mode in Indian higher education (Murugan, 2018). Under this along with
traditional approach occasionally the web-based activities, virtual labs, simulations are used for the
teaching purpose. Giving access to the course content/materials, to communicate with participants,

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handling of assignments is the main purpose. However, it is suggestive that e-learning can be used for
larger number of services such as to create an e-LMS, virtual learning environment/facility, online group
discussion, facilitate online tutor support and provide links to web resources (Jaiswal, 2013).

1.1 Digital learning platform

Digital learning also goes by other names like technology-enhanced learning and electronic learning (e-
learning) (Wheeler, 2012). “A digital learning platform refers to a shared-use of system targeting
universities and educational institutions for the purpose of designing and education model with digital
technologies as a precondition” (Matsunaga, 2018). Digital technology facilitates electronic modes of
learning like online learning (course and teaching), blended learning, e-learning, distance learning, mobile
learning, Massive Open Online Courses (MOOCs), etc. (Morris, 2014). The more recent is the inclusion
of video platforms and Artificial Intelligence (AI)-based video platforms in digital learning (Lieberman,
2018). The intervention of digital learning in education has paved path for new pedagogical approach in
the teaching-learning process. The current generation of students are mostly referred to as ‘‘iGeneration’’,
“digital generation” or ‘‘Generation Z’’ who are comfortable using digital devices and technology for
communication, to collect information, and teaching-learning process (Talmon, 2019). Through digital
learning platforms students experience a new medium of learning process which can be personalized and
can be accessed at a convenient time. However, the preference for digital technology across different
disciplines varies like digital technology is more preferred in business and economics domain than the
arts and life sciences (Buzzard et al., 2011).

Digital learning platform-MOOC

A digital learning platform can be two-sided with minimum two participants (teacher and learner) or
multi-sided where educational institutions, service provider of educational technology, etc. be involved
(Faustmann et al., 2019). In educational context, MOOC is the largest and worldwide digital learning
platform. Technically MOOC is elaborated as Massive Online Open Course which means unlimited
participants from anywhere and with any qualification through internet can access well-formulated, time-
framed and structured course at free of cost (Chakravarty and Kaur, 2016). MOOC platform is a multi-
sided platform which enables the interaction between four groups: student/learner, professor/instructor,
universities/education institution and advertisers/employers (Belleflamme & Jacqmin, 2016). Learner
access the content to gain knowledge, participate in discussion and attempts assessment; instructor
decides the content, learning and assessment activities; universities invest in MOOC platform to improve
learning outcomes, attract students and to brand/advertise themselves and finally, advertisers or private
actors use it as a platform to interact with students of various skills with an aim to choose the employee
with desired profile. Since MOOC is learner-centric, based on the educational/professional goals, and
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knowledge and skills learners participate in the course provided by MOOC (Muley Nandkishor, 2020).
There are two categories of MOOCs-connectivist MOOC (cMOOC) which emphasizes connection among
learners to share their experience, knowledge and learning, and extended MOOC (xMOOC) which is the
modification of traditional learning wherein video lectures, online course materials, online assessments
are coupled to learning system (Chakravarty and Kaur, 2016). Basically, MOOC was not developed as a
higher education tool but rather as a tool to serve the purpose of professional training. Free of cost, online
availability and at personal convenience was the main USP of this online tool which encouraged
universities to integrate this model in the education curriculum (Gayathri and Anithakumari, 2019).

Globally, MOOC is designed to support free online participation in large numbers. Around the world
there is a massive list of MOOC providers ((Das et al., 2015; Hood & Littlejohn, 2016; Arya, 2017;
Jaganathan et al., 2018; Shah and Pickard, 2019). Some of the prominent MOOC providers are edX,
Coursera, Udemy, Udacity, Future Learn, etc. which offers online courses in multiple languages (English,
French, Chinese, Japanese, German, etc.) and in different domains like business and management,
biology and life sciences, humanities, environmental sciences and many more varieties of subject/field
(Arya, 2017). Country-specific MOOC platforms are also launched; Japan Massive Open Online
Education Promotion Council (JMOOC) and FISDOM (Japan) (Matsunaga, 2018), K-MOOC (Korea),
Thai MOOC (Thailand), SWAYAM (India), FUN (France), Mexico X (Mexico), MiriadaX (Latin
America), etc. (Shah & Pickard, 2019). In all these platforms, educational contents are available even
after the end of the course and likewise, idea can also be exchanged on the specific group (Arya, 2017). In
2013, edX MOOC had 13.2% of Indian participation, whereas 6.9% of the Indians took MOOC offered
by Penn either to supplement their traditional education or to prepare for the competitive exams which
indicated that MOOC was serving as a platform to supplement the traditional form of teaching (Alcorn et
al., 2015). In 2014, out of 73+ countries, after the US (27%), India had the second largest pre-opening
enrollment (17%) to MOOCs platform and it was estimated that the majority of students were very likely
to opt for a minimum one MOOC course (Nath et al., 2014; Das et al., 2015). Further, in the year 2018,
approximately 100 million students enrolled in minimum one MOOC and again the Indians were the
second largest population to enroll in the MOOC (Nemer and O'Neill, 2019).

Indian-initiated MOOC learning platform

India has experimented with online learning; however, the emergence of MOOC has significantly
changed different aspects of online learning such as structure, design and duration of content (Singh et al.,
2014; Chauhan, 2017) India’s increased enrollment in International MOOC platform like Coursera has
prompted the Government of India to take an initiative to develop their own MOOC platform (Mishra,
2019). In India the prominent online platforms are NPTEL, mooKIT, SWAYAM, IIT Bombay X, IIMBx,

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AgMOOCs (Haumin and Madhusudhan, 2019). The other online education platform includes
ApnaCourse, Shikshit India, Vskills, Digital Vidya, and so on (Das et al., 2015; Chakravarty and Kaur,
2016; Jaganathan et al., 2018). India-based MOOC platform called Study Webs of Active-Learning for
Young Aspiring Minds ‘SWAYAM’ is revolutionizing Indian higher education. As per the Class Central
statistics, as of 2019, 10 million learners are enrolled in SWAYAM platform which offers approximately
2000 courses consisting of 80000 hrs of learning from school level to post-graduate level (Haumin and
Madhusudhan, 2019). Ministry of Human Resources Development (MHRD) further took an initiative and
launched SWAYAM PRABHA which telecasts 32 educational channels on 24x7 basis through DTH
(Direct to Home) (Mondal & Majumder, 2019). In this channel, the contents in diverse disciplines to
assist school and higher education curriculum are uploaded by various institutes like IITs, IGNOU, UGC,
NPTEL, NIOS, etc. In 2016, about 80% of Indians from across different cities including Bangalore, New
Delhi, Chennai, Hyderabad, etc. and remaining 20% from other parts of the world like the US, UK,
Pakistan enrolled in NPTEL platform (Chakravarty and Kaur, 2016). MOOC is becoming an alternative
to provide education to millions of students. In the context of MOOC in higher education, many foreign
educational institutes are offering free online courses and many Indian institutes like IIT-B is
collaborating with MIT and Harvard to launch MOOC through their websites for Indian students to obtain
high-quality education (Arya, 2017). However, besides education, MOOC platform is also used to
enhance professional skills. Apna Course, a MOOC provider from Bangalore offers courses for various
sectors including banking and finance, statistics, HR management, etc. to enhance the professional skills
(Chakravarty and Kaur, 2016).

Research Objectives and methodology

This review paper is particularly focused on the usability and acceptance of MOOC platform in Indian
higher education. The objective of this study is to

(i) Identify the types of MOOC learning platforms those are implemented in Indian higher education
institution;

(ii) Identify the benefits and challenges of MOOC platform on learning and teaching in Indian higher
education;

(iii) Identify major attributes of digital learning for its social acceptance to integrate MOOC in higher
education.

To realize this objective, the literature review was initiated with surveying the available literature from
2008 to understand the trends and evolution of MOOC’s in higher education, especially in India. The
terms like online course, massive open online course, MOOC, Indian higher education were used in

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electronic database like Emerald Insight, SAGE journals and Science Direct for the period of 2008-2020
to search for the research articles which were focused on MOOC platform. The year wise research article
search on different online database is exemplified in Table 1.

 Table 1. Summary of screening research article on online database

 Database Year
 2008-2011 2012-2015 2016-2020
 Emerald Insight 0 0 94
 SAGE Journals 184 143 212
 Science Direct 30 64 112
Based on the search criteria, there were about 100 or more articles published pertaining to the MOOC
platform in Indian higher education; however, it should not be overlooked that search on multiple
databases will also result in duplicate articles and despite filters may include irrelevant references.
Therefore, the articles were manually sorted and were included in the review only if it involved
qualitative or quantitative evaluation of MOOC platform in Indian higher education. Further, in this
article the focus was more on the articles published in the past 5-6 years as that emphasized the recent
developments and the earlier one’s would give an idea about the evolution. Therefore while reviewing the
key words like MOOC, Government of India initiatives in digital learning, SWAYAM, edX, Coursera,
Udacity, digital learning earning platforms were also used. The objective was to understand the evolution
of e-learning and its journey till MOOC, how is it impacting the learning curve, what kind of research has
been done on what are the research gaps and possible research areas. The available literature also delves
into the major benefits and challenges like course completion, infrastructure challenges, learner
engagement, pedagogy used. We have examined the work in the area of digital learning platforms &
MOOC’s in Higher education.

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 Initial Literature Review View of Academicians/Educationists

 Recognition of Problem

 Journals/Conf. Proceedings/
 Books reviewed

 Analysis of Literature

 Conclusion and Recommendations

 Figure 1. The Research Methodology

There is a dearth of Indian literature and research on MOOC and NPTEL, SWAYAM etc., Online
database on Emerald Insight, SAGE journals and Science Direct has been the main source of the study.
These online databases are well-known in higher education & technology, online platforms and include
articles from well-recognized journals and conference proceedings. Besides these, web-based academic
search engine ‘Google Scholar’ was used to retrieve the relevant literature. With the initial literature
review, we moved to a group of educationists that included strategic-level executives and academicians.
The challenges of online platforms and MOOCs were fixed after two to three sittings with the
professionals. Past studies were thoroughly reviewed to check if any study on similar issues has been
carried out. There is a lack of quantitative studies on the evolution of MOOC’s, its usage by the
educational institutions and the major challenges like course completion, infrastructure challenges, learner
engagement, pedagogy used. Therefore it is important to review the literature to identify the research
agenda in view of the aforementioned topic. The research methodology is shown in Figure 1.

Review of Literature

The literature review has been carried out keeping in view the Digital Learning Platforms in higher
education with respect to MOOC and its social sustainability in Indian Higher Education. Many higher

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and foreign universities are offering courses through MOOCs and their unique feature of open online
education with certification at a low cost in a global scale has attracted many Indian students to enroll in
such online programs (Singh et al., 2014; Nemer & O'Neill, 2019). In India, the University Grants
Commission (UGC) along with the HRD (Human Resource Development) Ministry has taken an
initiative to launch MOOC in secondary, bachelors and masters level of Indian higher education covering
wide range of subjects which could be from outside the course curriculum (Mishra, 2019). University
approved MOOC course framework highlights on practical approach of education and the benefits like
training of students to meet the industry standards to fulfill the demands of job, low cost of technical
education and self-motivation of students. Given that many Indian students cannot afford to enter the
prestigious Indian or foreign universities, university approved MOOC will give a competitive edge to
Indian students in global market (Devgun, 2013).

International MOOC platform in Indian higher education

Indian Universities have initiated online courses through open learning platform such as Coursera, edX,
Udacity, Khan Academy, etc. Compared to Coursera, edX was preferred likely due to its friendlier
interface by undergraduate students. Video-viewing features like inclusion of subtitles which
complemented the course video, shorter videos and the ability to change the video speed change on edX
facilitated the learners learning, whereas embedded quiz within the video in the Coursera was not suitable
due to requirement of high-speed internet connectivity (Mamgain et al., 2014). A high level of MOOC
awareness was observed among post graduate students and faculties from Engineering and management
followed by Science and Humanities departments of the Karnataka universities which used Coursera,
Udacity and edX platform to deliver course in various topics like Genomic Data Science, Introduction to
machine learning, personal and family financial planning, etc. Similarly, higher awareness was among
universities like Bangalore University and Azim Premji Univeristy which were located in Tier-1 cities of
Karnataka as compared to Manipal University and Mangalore University located in Tier-2 cities
(Nagasampige et al., 2017). Besides the awareness, the motivation to take up a MOOC course was either
to prepare for the competitive exams, fulfillment of educational needs based on current requirement or out
of curiosity. In a post-survey study, undergraduate students of St. Xavier’s College, Kolkata, India who
took MOOC course in Database Management System, offered by Stanford University agreed to opt for
MOOC course on topic of interest when integrated with traditional in-classroom teaching. Features like
course content and design, increased online interactions, flexibility and assessment format was liked by
students (Joseph & Nath, 2013).

The authenticity or usability of MOOC in translating the knowledge/learning to practical application is
also essential. Students of computer science and engineering program participated in the project

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assessment ‘User experience (UX) provided by Udacity for mobile app” involving multiple UX tasks
which led to development of industrial standard mobile app called “KLEstudIo”, indicating rightful
interpretation of concepts (Patil et al., 2016). However, one of the main issues with online courses is their
completion status. Despite the accessibility to laptop/Smartphone and internet facility, postgraduate and
undergraduate students from Computer Science background of reputed college from metro cities had not
accessed MOOC or any other digital content material. Besides, those who availed took courses provided
by Udacity, Coursera, Qimpro, Emiretus and XIMR and were able to partially complete the course
because of their long duration (6 months). A very few were able to complete the course likely due to the
short duration of course (1-2 months) (Chatterjee & Nath, 2014). Nemer and O'Neill (2019) performed
the profiling of Indian MOOC users from Bangalore city, India. Typically Indian male in their twenties
and holder of bachelor’s degree who were enrolled with university for full-time education were likely to
register in global MOOC platform like from the US. Interviewees from science and technology domain
(computer science) had participated in at least one MOOC or maximum of 19 MOOCs related to different
discipline such as science and technology, arts, social science, etc. The rationale to select global MOOC
platform such as EdX was branding, quality of content and video, teaching and delivery style, and
professionalism. Nevertheless, one of the typical issue, the low completion rate was not observed in this
study, however, author clearly identifies that this data cannot be generalized to other Indian cities where
English fluency, non-science background and technological infrastructure (low bandwidth) could be an
issue.

Indian-initiated MOOC in Indian higher education

Apart from the global MOOC platform, Indian government initiated MOOC platform is also launched by
many Indian universities. In a study by Mathai (2019), a large number (n=8612) of faculty (56%) and
teachers (24%) from various disciplines like teaching and research (36.5%), Arts and Commerce (35.5%),
engineering and technology (18.3%) enrolled for the course in SWAYAM portal. The course on ‘ICT in
teaching and learning’ was created on Youtube channel by NITTTR, Bhopal and then uploaded on
SWAYAM portal. Only 37% (n=3267) of the learners were active and remaining never accessed the
course. Interestingly, a large number of participants were male (54.47%) and were mainly motivated to
enhance the professional skills and obtain the certification. Among the active learners very few
participated in any discussion forums or attempted any tests. Sahoo et al (2019) determined the level of
awareness of MOOC among students. The PG students of University of Allahabad who chose
professional course had moderately higher level of MOOC awareness when compared to the UG students
(professional or non-professional course), which could likely be due to the integration of choice based
credit system (CBCS) in the PG level for the professional course. The PG students who took MOOC

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course on ‘Educational Administration, Management and Leadership in School Education’ found the
program to be very useful (Sahoo et al., 2019). Similarly NPTEL platform was also functional in the
engineering colleges of Thiruvallur district, Tamil Nadu (Reddy, 2016). The students and faculties
accessed web-based lectures, videos covering university syllabus related to different disciplines of
Engineering like Electronics and Communication, Electrical, Civil, etc. In the same line, in another study,
engineering students of Thiruvallur District was found to access NPTEL course mainly from the college
library in the field of electrical, electronics and communication, computer science for a period of two
years (Saravan and Esmail, 2014). However, there was very low usage of NPTEL (33%) in engineering
colleges of Gujarat, India, while use of other e-content was widely observed. The cluster analysis
highlighted on the need for incorporation of local language, study program with test, certification and
employability. Larger emphasis was laid on learning through experiments and live research (Ravi & Jani,
2012). AMITY MOOC which is run by Directorate of Distance and Online Education, Amity University,
Uttar Pradesh, offers free online course enabled by MOODLE and teachers can create their own website
containing materials for different course. As of February 2015, 1409 users were Indian and remaining
participants (n=972) were from foreign countries like Nepal, Egypt, etc. AMITY MOOC has also tied up
with other organizations like Telecom Skill Council to enhance the skills of participants (Singhal and
Goel, 2015). In 2014 AgMOOC was launched which was particularly associated with food and
agriculture sector and included course related to agriculture. Over a period of time, learner’s enrollment to
AgMOOC was scaled up and the courses were accessed through laptop and mobile device likely due to
availability of high-speed network. Approximately 95% of the participants from across the world like
Nigeria, India, Kenya, Afghanistan and so on, were students or teachers in agricultural colleges or
universities (Venkataraman & Prabhakar, 2019).

India has both urban and rural population and the internet has penetrated the rural India, however, MOOC
in rural India is not yet well established. Lack of motivational and adaptability factors were the main
reason which affected the usage of SWAYAM in rural colleges of Kanchipuram district. There was a low
motivational factor like support and training. Students had low confidence and were not easy to adapt to
the system immediately. Adaptability factors related to the technology like requirement of device
(laptop/Smartphone), user-interface, data transmission rate, Wi-Fi connection, operating instructions were
poor (Mailachalam, 2020). Satisfaction of students regarding inclusion of MOOC in curriculum of
universities of Punjab was measured in terms of their awareness, choice of course, fee structure and
benefits of interdisciplinary courses. Additionally, students were satisfied with teacher’s proficiency and
expertise in subject, and universities provision for online guidance and counseling, however the provision
of quality of educational material was a concern (Bala, 2020).

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Universally, students can enroll in both global and country-specific MOOC platforms. MOOC as a
supplement to higher education is also practiced in the state private university of Dehradun. The
university had different platform like Alison, CourseEra, Udemy, edX, NPTEL, MEC, IITBombay X,
Future Learn, Open2Study, Udacity offering credit-based course. More than 80% of students pursuing
Bachelors or Masters in computer applications and IT discipline enrolled in the MOOC program for the
first time out of self-interest (Ahmad & Jasola, 2017). Based on users’ feedback, MOOC online courses
helped to complement the traditional education likely due to the enhanced quality of courses. Besides,
there was an increase in knowledge and information and increased awareness on latest development.
Collaboration between universities/institution to launch MOOC is also underway. National Open
University of Nigeria (NOUN) is collaborating with IIT-Kanpur to deploy mooKIT platform in their
university. Under this program, post-graduate males in the age group of 31-35 years either affiliated to
academics or out of self interest participated in these programs. Easy navigation and access, in-built
video, provision of video download to re-view, integration social networking platform was highly
appreciated (Okafor et al., 2016; Prabhakar et al., 2018).

Analysis

In view of the detailed literature analysis, the acceptance & usability of digital learning and integration of
MOOC in Indian higher education can be attributed to the following major characteristics:

Awareness: Level of knowledge about MOOC platform and their use for academic purpose.

Content: Flexible and updated content, video lectures, etc. as per the requirement for a wide learner
audience.

Context: The developed content is applicable to students from different educational background and could
be used for enhancement of professional skills and to prepare for competitive exams.

Certification: Certified courses and provision of verified certificates to make the credentials more
legitimate.

Capability: Professors competency, student’s familiarity and motivation to use MOOC platform

Strategic execution: Planning and implementation of online course, identification of drawbacks and
successful integration with traditional teaching method.

Table 2 summarizes the reviewed articles and reflects the major characteristics/features of digital learning
platforms and existence of MOOC platform as identified. Table 3 summarizes the focus on different
characteristics of different platforms based on the reviewed articles.

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 Table 2. Summary of MOOC platform in Indian higher education

 MOOC
 Author and year Characteristics of MOOC Program platform State, India
 Poor technological support;
 Kanchipuram
Mailachalam (2020) Lack of awareness among SWAYAM
 district (Rural)
 students NS
 Online guidance and
 counseling available;
Bala (2020) NS Punjab
 Quality of educational
 material debatable NS
 High quality of content and
Nemer & O'Neill Science and
 video; Teaching and EdX Bangalore city
(2019) technology
 delivery style
 Teaching and
 research; Arts
Mathai (2019) Content apt to develop and Commerce; SWAYAM
 professional skills; Engineering and
 Certification facility Technology NS
 Food and
Venkataraman & Access of content through Agriculture AgMOOC
Prabhakar (2019) laptop and mobile devices domain Not known
 Educational
 Administration,
 High awareness among
 Management
Sahoo et al (2019) postgraduates than Allahabad
 and Leadership
 undergraduates
 in School
 Education NS
Nagasampige et al Increased awareness among Engineering and
 Karnataka
(2017) postgraduates and faculty Management NS
 Web-based lectures;
 Engineering
 Videos covering university Tamil Nadu
 disciplines
Reddy (2016) syllabus NS
 Content/website created by
 teachers;
Singhal & Goel Provision of professional AMITY
(2015) courses NS MOOC Uttar Pradesh
 Shorter duration of video;
Mamgain et al Coursera,
 Inclusion of subtitles in the NS
(2014) edX
 course video NS
 Udacity,
 Coursera,
Chatterjee & Nath Course with short and long Computer
 Qimpro, Metro cities
(2014) duration (2 to 6 months) Science
 Emiretus and
 XIMR
 Mix of traditional and Database
Joseph & Nath
 MOOC course; Management Kolkata
(2013)
 Well developed content System NS

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 Less awareness on MOOC
Ravi & Jani (2012) platform;
 Lack of certified courses NS NPTEL Gujarat
* NS: Not specified

 Table 3. Summary of different characteristics of different digital platforms in Indian higher
 education

 Capability/Strate
 Digital Learning Platforms

 Awareness(UG)

 Awareness(PG)

 gic execution

 Certification
 Content

 Context
 SWAYAM ❌ ✔ ✔ ✔

 EDX ❌ ✔ ✔ ✔ ✔

 AMITY MOOC ❌ ✔ ✔ ❌

 Coursera ❌ ✔ ✔ ✔ ✔

 Udacity ❌ ✔ ✔ ✔ ✔

 NPTEL ❌ ✔ ❌ ❌

 AgMOOC ❌ ✔ ✔ ❌ ❌ ❌

 ❌ - Not available; ✔ - Available; – Did not focus on this area

Benefits and challenges of MOOC in Indian higher education

MOOC has been used as an alternative to traditional learning. This has its own benefits and limitation
(Nath et al., 2014). The benefit of open learning and self study led many university students to take the
MOOC platform (SWAYAM) as an alternative platform to pursue higher studies. Though they were not
highly motivated but were keen to adopt MOOC to complete their studies. Integration of MOOC program
with classroom teaching and guidance to use MOOC was highly recommended for the successful
implementation of MOOC highlighting that acceptance of MOOC is still at an inception stage (Sahoo et

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al., 2019). Use of NPTEL for GATE preparation was also highly valued (Ravi & Jani, 2012). The
comprehensible and simple nature of content was highly appreciated, likewise, simplification of
complicated concept was also found. Meeting the learning goals and complementing the university
learning was an added advantage (Nagasampige et al., 2017). The benefits in terms of learning new tool,
exposure to subject, enhanced creativity, increased the interaction among peers and were also helpful in
job placements (Ahmad & Jasola, 2017). Some of these platforms also allowed integration of social
networking platforms like Facebook and Twitter which increases the interaction and discussion among
the learners. Besides, these platforms allowed continuing the learning even during world crisis like
COVID-19 outbreak when the entire nation is on lockdown. Indian government in collaboration with
HRD launched e-learning platforms like SHAGUN Online Junction, National Repository of Open
Educational Resources (NROER), National Digital Infrastructure for Teachers (DIKSHA), e-Pathshala,
etc. to facilitate learning and access to course material at all levels of education (Gupta, 2020).

However, the lack of technological resources, high cost of implementation, lack of approach in
developing online teaching-learning process, inadequate infrastructure and expertise can constrain the
adoption of digital learning in higher education. One of the challenges is the low penetration of MOOC
awareness in Tier -2 cities. The disruptive nature of MOOC has also received attention (Al-Imarah and
Shields, 2019). In this regard, the non-uniformity of the information among students, and teacher’s role in
dealing with such a population of students in a classroom remains a challenge (Gayathri and
Anithakumari, 2019). To overcome the considerable difference in the syllabus between the institutes,
Chatterjee and Nath (2014) proposed a ubiquitous MOOC portal wherein students, teachers, scientists and
researchers can all participate via providing discussion on various subject matter, making available the
educational resources in downloadable form (E-books) and establishing academic network with different
academic institutions. Learners of SWAYAM portal appreciated the resourcefulness, design and
execution of the content, but learners also did raised their concern on not so mobile friendly website and
app, lack of interactive tool, discussion forum outside the course, no provision for rescheduling the
test/assignment and lack of privilege to upload the content. One of the large drawbacks was the need of
Adobe Flash Plug-in to access the test, which was not supported in mobile handsets (Mathai, 2019).

With an increase in the enrollment of students for higher education, the strategies providing access to the
information and keeping a good quality of education is essential. In a developing country like India, in
order to offer high quality higher education the negative aspects like lack of qualified faculty, inadequate
academic facilities can be overcome possibly by integrating MOOC to the traditional classroom teaching-
learning process (Nath et al., 2014). Following are the proposed ways to boost the acceptance and
usability of MOOC in Indian higher education:

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Quality of educational content: A flexible content should be developed and integrated to classroom
teaching to offer the knowledge as per the curriculum requirement. Courses must be organized based on
years and discipline, and should be of shorter duration to ensure the completion of course. Free seminars
on available course, option to select from multiple choice of courses, provision of e-content in
local/regional language must be encouraged.

Advanced model of MOOC content: The stakeholders must look into integrating the experimental learning
by offering real research programs. Partnership with institutes with high laboratory infrastructure will
resolve the need of on-demand online course with real and simulated laboratories. Retention and low rate
of course completion is one of the major limitations of MOOC course. The integration of Adaptive
Learning, Augmented Reality and Gamification to MOOC will increase the student’s engagement during
the learning process (Chauhan et al., 2015).

Assessment and certification: The participation of learners in the course, online quizzes and assessment
must be credited and transferred towards the completion of course. Also, assessment should lead to enrich
the knowledge required for preparation of competitive exams.

Faculty and students capability: Faculties must be well-versed with different nuances of delivering
lecture on an online-medium. Faculty’s professional competency and ease with instruction design will
enhance student’s participation. Similarly, student’s familiarity with internet and digital literacy in terms
of software retrieval, search engines and search method will enhance the benefits associated with MOOC.

Technological infrastructure: Though free of charge but lack of support and technology facilities may
hinder the benefits of MOOC, therefore, high-speed internet connections for streaming of video and
access to interactive content must be made available (Singh et al., 2014) Inclusivity of rural communities
to avail the benefits of technology and MOOC should also be made available. Additionally, the MOOC
platform should have user-friendly interface, video-conferencing option and increased interactive
processes.

Other strategic measures: It is essential to increase the interaction between different stakeholders and
local communities. Inclusion of non-credit course will encourage the awareness and will change the
perception of a student towards MOOC. Liberalization of conventional regulations and restrictions and
increased public-private partnership is also important to create MOOC platform. Further, exploration of
MOOC adoption by other learner segment like working professionals can potentially benefit the
university stakeholders by concentrating on the adoption models for MOOCs in university curriculum in
order to increase the skills and employability.

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Conclusion

Multiple digital learning platforms including MOOCs are targeting to achieve the educational objectives.
These are not the replacement of traditional education system rather an educational tool aimed to
supplement the university curriculum, build knowledge around various subjects, provide a competitive
edge and increase the professional skills of an individual. For the successful integration of MOOC (online
learning) in higher education it is essential that digital learning platforms be implemented at the schooling
level. This will ensure a wider network of students and teacher at a lower cost and will be beneficial for
the sustainability in a dynamic and changing environment provided the quality of education, and safe and
productive learning environment is ensured.

Further, integration of MOOC platform in Indian higher education has given a new dimension to India’s
traditional education system. The existing data captures various aspects of MOOC, such as student’s
enrollment in MOOC platform, satisfaction on MOOC, quality and presentation of educational content,
etc. The course initiative through MOOC has been widely accepted by Indian learners; however, to date,
very few studies have qualitatively/quantitatively contributed to the literature on the usability and
acceptance, and impact of MOOC on Indian higher education. India is a large country with substantial
number of higher educational institution which offers multitude of course on various domains, however,
MOOC-related studies were primarily concentrated in Business and Communication, computer and IT-
related domains, indicating that research on MOOC implementation in other domains like life sciences,
nursing, etc. is still open for exploration. Besides, case studies exploring MOOC implementation in
universities from different regions/cities of India is very less. In addition to work on the above research
gaps, future studies could concentrate on areas pertaining to benefits of MOOC implementation on
graduate skills and employability.

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