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MOOC adaptation and translation to improve equity in participation
Wolfenden, Freda · Cross, Simon · Henry, Fiona

PublishedJuly 2017
JournalJournal of Learning for Development
Volume 4, Issue 2, Pages 127-142
PublisherCommonwealth of Learning
CountryIndia, Asia

ABSTRACT
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.

Keywords adaptation · capacity building · India · MOOCs · teachers

ISSN2311-1550
Other number2
RefereedYes
Rightsby/4.0
URLhttp://jl4d.org/index.php/ejl4d/article/view/209
Other informationJL4D
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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