Supplementing higher education with MOOCs: A case study

Ahmad, Ishteyaaq; Jasola, Sanjay; Anupriya, -

doi:10.1109/icetcct.2017.8280346

Cited by 7 publications

(2 citation statements)

References 2 publications

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“…A number of universities are offering MOOCS as a supplementary course to the students. Ahmad et al (2017) in their work provided the statistics of a university where MOOCs are offered as supplementary to higher education. Online education has a great impact on higher education.…”

Section: Developments In E-learningmentioning

confidence: 99%

Acceptability and challenges of online higher education in the era of COVID-19: a study of students' perspective

Bisht

Jasola

Bisht

2020

AEDS

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PurposeEmergence of coronavirus disease 2019 (COVID-19) forced the world-wide education system to adopt online mode immediately. There are two main objectives of the paper: the first one is to know the acceptability of online mode of examination and learning amongst students by analysing the various aspects like difficulty, mental pressure, study pattern, etc. and the second one is to know the role of gender in adopting online education.Design/methodology/approachAn online survey is conducted amongst the students of Graphic Era Hill University, Dehradun, India. Stratified sampling method has been used to select the students. First, a simple statistical analysis of the responses is conducted, and then chi-square test of independence has been used to know the dependency of various aspects on gender.FindingsThe two main findings of the present study are as follows: first, the online examinations were accepted with ease and low pressure in comparison to regular examination and second, the gender has a significant role in adopting online education with the observations that female students were more adoptable with online education in terms of assignments, study patterns and comfort. The present work also focuses on the challenges of online education like Internet connectivity, class interactions, etc.Research limitations/implicationsThe present work was carried out during the initial time of pandemic in India when the focus was to continue the academic process by utilizing all the available resources in the absence of well-defined standards of online education.Practical implicationsThe findings of the paper can be used for making strategies for online education across the world.Social implicationsThe findings of the paper have shown that gender plays a significant role in adoptability of online education in Indian context.Originality/valueThe present work is conducted amid the environment of COVID-19. It reflects the analysis of students' responses towards the acceptability of online education under the difficult conditions developed due to the pandemic and subsequent lockdown.

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Section: Developments In E-learningmentioning

confidence: 99%

Acceptability and challenges of online higher education in the era of COVID-19: a study of students' perspective

Bisht

Jasola

Bisht

2020

AEDS

Self Cite

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“…Humans have been learning and adapting to new environments since the dawn of civilization. This trend has been going on for thousands of years in many aspects of human existence, but the introduction of information technology accelerated the process of learning and adaptation rapidly [1,2]. Education not only prepares individuals with better values to live within society but at the same time assists them to procure the abilities and skills required for sustainable development.…”

Section: Introductionmentioning

confidence: 99%

MOOC 5.0: A Roadmap to the Future of Learning

et al. 2022

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Industry 4.0 has created a whole new world for us to explore, and its effects can be seen in every facet of our lives, especially in the workplace where it calls for technology-driven employment. There is a growing need to teach individuals and assist them in transitioning to longer-term employment prospects to execute Industry 4.0 effectively. Although MOOCs revolutionized the way learners study, it is critical to investigate teaching techniques using Education 4.0 at this time. This article explores how the technologies of Industry 4.0 can be incorporated into MOOCs. This paper proposes MOOCs 5.0, whose features include better universal access, better learner engagement, adaptive learning, greater collaboration, security, and curiosity, which is being developed using Industry 4.0 technologies of the Internet of Things, Cloud Computing, Big Data, Artificial Intelligence/Machine Learning, Blockchain, Gamification Technologies, and the Metaverse and would incorporate the zones of ethics and humanism, while at the same time providing learners with a richer and more individualized experience.

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