The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
SWAYAM - Indian MOOCs: An Insider’s Perspective
Singh, Nisha

Published1 August 2019
JournalAsian Journal of Distance Education
Volume 14, Issue 1, Pages 47-55
CountryIndia, Asia

MOOCs or Massive Open Online Courses were called disruptive technology in 2012. MOOC has proved to be game changer for educational practices. Study Webs of Active –Learning for Young Aspiring Minds (SWAYAM) is an Indian MOOC initiative and is fast catching up in the MOOC world. SWAYAM is designed to achieve the three cardinal principles of Education Policy viz., access, equity and quality. The SWAYAM course delivery follows 4 quadrant approach. SWAYAM aims to make anytime anywhere learning and uses pedagogical approach of ODL and Online learning. The Course Coordinators (CCs) have to develop MOOCs as per SWAYAM guidelines. A Questionnaire was designed on Google forms which were used to collect the data. The data received was analyzed and it was observed that most of the CCs were satisfied with the learning platform of SWAYAM. CCs did not find all features useful and thus, did not use features they were not comfortable with, like the features of insight; assessment was not being used effectively by CCs. Many suggestions were given by CCs like making learner complete profile mandatory, a short training for the CCs, options of Virtual classes, etc.

Keywords SWAYAM · MOOC · course coordinators · quadrant · technology-enhanced learning · TEL

RightsCC BY-SA
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

301-Article Text-536-1-10-20190804.pdf · 991.3KB

Viewed by 49 distinct readers


The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


Enhance teaching and learning of less used languages through OER/OEP: Working Policy Paper: OER-Challenges and opportunities for less used languages. A global and European perspective
Udnaes, Monique; International Council for Open and Distance Education
In order to formulate policy recommendations for the uptake of Open Educational Resources (OER) in less used languages (LUL) targeting governments and senior policy makers in the educational sector, ICDE first ...
Match: perspective

MOOC design principles. A pedagogical approach from the learner’s perspective
Guàrdia, Lourdes; Maina, Marcelo; Sangrà, Albert; Koskinen, Tapio; Mor, Yishay
The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide ...
Match: perspective; MOOC

The impact and reach of MOOCs: A developing countries’ perspective
Liyanagunawardena, Tharindu Rekha; Williams, Shirley; Adams, Andrew; Koskinen, Tapio; Mor, Yishay
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs ...
Match: perspective; MOOC

Accessibility of MOOCs: Understanding the provider perspective
Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey; Coughlan, Tim
Massive Online Open Courses (MOOCs) have become an accepted way to make learning opportunities available at large scale and with low cost to the learner. However, only if these are made accessible will they be able to ...
Match: perspective; MOOC

Massive Open and Online Courses (MOOC) in an international perspective: New global agenda for innovation in higher education
Titlestad, Gard
This report is written based on a note provided by ICDE’s Secretary General Gard Titlestad to the Norwegian Government. It has been slightly modified to adapt it for an international audience and a working ...
Match: perspective; MOOC

Offering cMOOCs collaboratively: The COER13 experience from the convenors’ perspective
Arnold, Patricia; Kumar, Swapna; Thillosen, Anne; Ebner, Martin; et al.
This paper shares the experience of offering the community-oriented MOOC called “COER13.” The focus is on how the convenors perceived the collaborative endeavor of planning and implementing this cMOOC, and on the ...
Match: perspective; MOOC

Examining learners’ perspective of taking a MOOC: Reasons, excitement, and perception of usefulness
Liu, M.; Kang, J.; McKelroy, E.
In recent years, massive open online Courses (MOOCs) as an online instruction format have attracted educators’ attention in higher education. While there are many news reports and blog entries about MOOCs, ...
Match: perspective

Editorial: Massive Open Online Courses, a perspective paper by Sir John Daniel
McAndrew, Patrick; Jones, Ann
This issue focusses on a perspective article by Sir John Daniel. Sir John has a long history of involvement with the Open University, the UK home of JIME. Indeed as he points out in his biography (Daniel, 2012), he ...
Match: perspective; MOOC

Massive open online courses (MOOCs): Insights and challenges from a psychological perspective
Terras, Melody M.; Ramsay, Judith
Massive open online courses (MOOCs) offer an exciting range of opportunities to widen access and participation in education. The massive and open nature of MOOCs places the control of learning at the discretion of the ...
Match: perspective; MOOC

A MOOC-based flipped class: Lessons learned from the orchestration perspective
Rodríguez, María Fernanda; Hernández Correa, Josefina; Pérez-Sanagustín, Mar; Pertuze, Julio A.; et al.
This paper presents the results of a case study about the orchestration process of a MOOC-based flipped-class, and the students' adoption of this teaching practice. The study was conducted on a mandatory third-year ...
Match: perspective; MOOC