This investigation is done during COVID-19 to identify, rank, and classify MOOC (massive open online course) key acceptance factors (KAFs) from an Indian perspective. A systematic literature review identifies 11 KAFs of MOOC. One more novel factor named ‘contingent instructor' is proposed by the authors considering pandemic and new normal post-COVID-19. The paper implements two popular fuzzy MCDM (multiple-criteria decision-making) techniques, namely fuzzy TOPSIS and fuzzy AHP, on 12 KAFs. The fuzzy TOPSIS approach is used to rank factors. Affordability, performance expectancy and digital didactics are found as the top three KAFs. Fuzzy AHP classified KAFs into three groups, namely high, moderate, and low influential. Examination of the literature indicates that this study is among the first attempt to prioritize and classify MOOC KAFs using fuzzy TOPSIS and fuzzy AHP approach. The results offer managerial guidance to stakeholders for effective management of MOOC, resulting in higher acceptance rate. Likewise, this investigation will upgrade the comprehension of MOOC KAFs among academicians.

An effective teaching modality not only improves the efficiency of the teaching process but also promotes active learning. Teaching modalities are continuously evolving due to advancement in technology. There is a range of contradictory reports available in the extant literature regarding the effectiveness of different teaching modalities. This work assesses and prioritises four teaching modalities namely face-to-face teaching, pure online teaching, blended teaching and flipped classroom teaching. Assessment is made based on 8 criteria identified from the literature in consultation with the experts. Analysis revealed that the flipped classroom and blended teaching approaches are the most effective teaching modalities. Examination of the literature indicates that to date no study evaluated all the four aforementioned teaching modalities in a single study. The study is the first attempt to assesses 4 teaching modalities based on 8 eight common criteria by extending TOPSIS to a single-valued neutrosophic environment. Current work provides valuable insights to various stakeholders including academicians, policymakers and practitioners, who are interested in giving a rich learning experience to learners.