How have the SWAYAM MOOCs impacted Indian higher education? An inquiry through data mining approach

Abstract

Examining the phenomenon “How have the SWAYAM MOOCs impacted Indian Higher Education (HE)?” is the study’s goal. The Study Web of Active Learning for Young Aspiring Minds (SWAYAM), a local MOOC platform that houses all Indian MOOCs, is where the data is gathered. The results of the study shed light on a variety of aspects of SWAYAM MOOCs and their worth to the Indian HE. First, there is a noticeable heterodoxy in the nine national coordinators’ contributions to the growth of MOOCs. The National Program on Technology Enhanced Learning and Consortium for Educational Communication are determined to cover about 74 per cent of SWAYAM courses. Second, the length of the courses suggests that students can pick any size of course that is suitable for their academic growth. Thirdly, most courses can be transferred for credit, per academic evaluation. Fourth, HE courses are more likely to be offered (95 per cent) than school education (SE) courses (5 per cent). Fifth, according to the syllabi-formation principle, all of the courses in SE are advanced, but only 13 per cent and 81 per cent of the courses in HE, respectively, are introductory and advanced. Sixth, SWAYAM MOOCs largely meet the demands of students studying science, technology, engineering, and mathematics (STEM).