Deciphering the Reaction of M.Ed. Students towards a MOOC developed at the Institutional Level

Abstract

MOOCs have emerged as an important form of online learning, which continues to be a useful way to reach large numbers of learners without the constraints of geography and time. These are largely self-paced, do not require official enrolment on campus, and are accessible from any device with a reliable internet connection. National Education Policy 2020 also highlights the importance of leveraging the benefits of technology. The policy recommends pilot studies for online education, online teaching platforms, and tools, content creation and dissemination, addressing the digital divide, virtual labs, teacher training, and incentives, online assessment, blended learning models, and so on. The present study is an attempt in this direction to study the effectiveness of a MOOC developed for M.Ed. students in terms of reactions of the students on various components like overall effectiveness, course structure, video lessons, assessments, discussion forums, additional resources, instructors’ support, and challenges faced. The study’s findings suggested that M.Ed. students found the MOOC interesting, self-paced, and flexible.