MOOCs: Determinants of Enrolment and Completion Rate among Learners of Higher Education Institutions in India

Abstract

Aims: The advancement and integration of technology in education made a dramatic change in the landscape of the teaching-learning process. Massive Open Online Courses (MOOCs) as one of the emerging trends in education removed the barriers of time, space, and pace throughout the world. Diverse lifelong learners irrespective of social, cultural, economic, age and gender identity are participating in the melting pot of MOOC. This study aimed to explore the present landscape of the participation and completion rate in MOOCs by learners from formal educational institutions in the eastern part of India specifically in West Bengal. The research also aimed to identify the underlying causes of the present landscape. Place and Duration of Study: The study was conducted among the learners who enrolled in different programs in different Higher Education Institutions (HEIs) during the end of 2023. Methodology: A self-administered questionnaire in Google Forms was used to collect data from the learners. A total 298 samples have been collected. Collected data have been analyzed by descriptive statistics, independent samples ‘t’ test, ANOVA using SPSS and MS Excel. Results: The study depicted poor enrolment as well as completion rates in MOOCs among the learners. Lack of awareness and huge pressure on the present curriculum were the main factors behind non-enrolment. SWAYAM was the most popular MOOC platform among the students of West Bengal. Attaining knowledge, enhancing skills, and earning certificates were the main intentions of the students who enrolled in MOOCs. Lack of time, affordability, in-person proctored examination, non-cooperation of facilitators, length of courses, and uninteresting discussion forum were the major constraints to completing the MOOCs for the enrolled learners. Conclusion: Organizing awareness-building programs, institutional policy framing, and incorporating a credit transfer system into enrolled courses may be emphasized as immediate initiatives for re-thinking the present opportunities and challenges in higher education.