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Project Report - MOOCs
Research · April 2022

DOI: 10.13140/RG.2.2.35845.01767
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Research Project Report
ON
A STUDY ON FACTORS THAT AFFECT THE
PERFORMANCE OF MASSIVE OPEN ONLINE
COURSES (MOOCs) IN INDIA
Submitted in Partial Fulfilment for the Award of the Degree of
Bachelor of Commerce 2019-22
UNDER THE GUIDANCE OF

Dr. Kamal Gupta
Assistant Professor, MAIMS
SUBMITTED BY:
YASH JAIN
Roll no. 03914788818
B.COM 6A
MAHARAJA AGRASEN INSTITUTE OF MANAGEMENT STUDIES

(A unit of Maharaja Agrasen Technical Education Society)
Affiliated to Guru Gobind Singh Indraprastha University; Recognized u/s 2(f) of UGC
Recognized by the Bar Council of India; ISO 9001:2015 Certified Institution
Maharaja Agrasen Chowk, Sector 22, Rohini, Delhi – 110086, India
Tel. Office: 8448186947, 8448186950, www.maims.ac.in
TABLE OF CONTENTS
STUDENT DECLARATION ......................................................................................................... i
CERTIFICATE FROM INTERNAL GUIDE ............................................................................. ii
ACKNOWLEDGEMENT ............................................................................................................ iii
EXECUTIVE SUMMARY ........................................................................................................... iv
CHAPTER I - INTRODUCTION ................................................................................................. 1
1.1. About Massive Open Online Courses (MOOCs) ............................................................. 2
1.2. Objectives of the Study .................................................................................................... 5
1.3. Review of Literature ......................................................................................................... 5
1.4. Research Methodology ................................................................................................... 10
1.5. Limitations of the Study ................................................................................................. 12
CHAPTER II – INDUSTRY PROFILING ................................................................................ 13
2.1. The Online Education Industry ........................................................................................... 14
2.2. The Massive Open Online Courses (MOOCs) Industry ...................................................... 16
2.3. The Global MOOCs Industry .............................................................................................. 18
2.4. The Indian MOOCs Industry ............................................................................................... 20
2.5. Big Players in the MOOCs Industry .................................................................................... 22
2.6. Recent Developments in MOOCs ....................................................................................... 25
2.7. Future Prospects for MOOCs .............................................................................................. 28
CHAPTER III – DATA ANALYSIS AND INTERPRETATION ........................................... 30
3.1. Basic Demographics ............................................................................................................ 31
3.2. Advanced Demographics..................................................................................................... 33
3.3. Multiple Choice Questions .................................................................................................. 35
3.4. Likert Scale Questions......................................................................................................... 43
3.5. Rating Scale Questions ........................................................................................................ 56
3.6. Factors Determined from Data Analysis ............................................................................. 61
CHAPTER IV – CONCLUSIONS AND RECOMMENDATIONS ........................................ 62
4.1. Conclusions .................................................................................................................... 63
4.2. Recommendations .......................................................................................................... 63
BIBLIOGRAPHY, REFERENCES AND ANNEXURES ......................................................... vi
Bibliography and References ..................................................................................................... vii
Citations....................................................................................................................................... ix
Annexure (Questionnaire) ......................................................................................................... xiii
YASH JAIN
BCOM(H) 2019-22 Go to Table of Contents ->
STUDENT DECLARATION
This is to certify that I have completed the Research Project titled “A Study on Factors that
affect the Performance of Massive Open Online Courses (MOOCs) in India” under
the guidance of “Dr. Kamal Gupta” in partial fulfillment of the requirement for the award
of degree of Bachelor of Commerce (Honours) at Maharaja Agrasen Institute of
Management Studies, Delhi. This is an original piece of work & I have not submitted it
earlier elsewhere.
Signature
Name of the Student: YASH JAIN

Enrolment No: 03914788818
i
YASH JAIN
CERTIFICATE FROM INTERNAL GUIDE
This is to certify that the research project titled “A Study on Factors that affect the
Performance of Massive Open Online Courses (MOOCs) in India” is an academic work
done by “Yash Jain” submitted in the partial fulfilment of the requirement for the award
of the degree of Bachelor of Commerce from Maharaja Agrasen Institute of Management
Studies, Delhi, under my guidance & direction. To the best of my knowledge and belief
the data & information presented by him in the project has not been submitted earlier.
Signature
Name of the Faculty Guide: Dr. Kamal Gupta

Designation: Assistant Professor, MAIMS
ii
YASH JAIN
ACKNOWLEDGEMENT
In preparing and finishing this research project report, I acknowledge the encouragement
and assistance given by a number of people and institutions.
I owe a great deal of gratitude to all of my teachers of the Commerce and Management
department, especially the honourable head of the B.Com(H) department, Dr. Manju Gupta,
my class coordinator, Dr. Rachna Jain, and my internal mentor, Dr. Kamal Gupta. Their
special guidance helps me in my graduation life. Basically, their support, encouragement,
and availability to discuss ideas and problems have contributed much in completing this
report.
All the relevant things I have tried our best in order to serve every objective of this report.
To make the best understanding of the theoretical portion, relevant tables, bar diagram, pie
chart has been produced.
And finally, I like to say that I have tried heart & soul to prepare this report accurately.
However, there might be some errors & silly mistakes due to our limited aptitude & time
constraint. In this regard, I seek your kind consideration as I am in the process of learning.
YASH JAIN
B.COM(H) 6th Semester 2019-2022
iii
YASH JAIN
EXECUTIVE SUMMARY
The research project report on “A Study on Factors that affect the Performance of Massive
Open Online Courses (MOOCs)” is as required by the Internal Mentor Dr. Kamal Gupta,
Assistant Professor, MAIMS. The objectives of this report are to study and to analyse the
accessibility of massive online open courses (MOOCs).
This report is divided into four chapters. The first chapter of this study deals with
introduction that presents the objectives, literature review, methodology, scope and
limitation of the study. The second chapter concerns with the profile of the Massive Open
Online Courses (MOOCs) Industry. The third chapter is about the data analysis and
interpretation on the basis of data collected. The fourth chapter is about conclusions and
recommendations which are drawn from the third chapter.
The main findings of the research project are as follows:
(1) Even though Majority of people know what MOOCs are, or have enrolled in them,
there is still a lot of public that does not know about MOOCs.
(2) Most MOOCs enrolled in / completed by people are from Coursera, EdX or NPTEL.
There are many other great platforms, but are under-utilised.
(3) Most people who enrolled / completed a MOOC are Bachelor Degree Students with
Specialization in STEM (Science Technology Engineering and Mathematics), or
Commerce and Management.
(4) A majority of people enrolled / completed a MOOC eventually dropped out of it. It
could have happened due to various factors.
(5) The main advantages of MOOCs were found to be technological efficiency, cost
effectiveness, and quality of content.
(6) The major barriers to MOOCs were found to be teaching presence, social presence
and retention capacity of students.
(7) Internal Factors such as Self Efficacy, Self Regulation and Retention Capacity also
played a major role in the performance of MOOCs in India.
iv
CHAPTER I - INTRODUCTION
YASH JAIN
1.1. About Massive Open Online Courses (MOOCs)
A Massive Open Online Course (MOOC) is an online course aimed at unlimited

participation and open access via the Web. In addition to traditional course materials, such
as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses
with user forums or social media discussions to support community interactions among
students, professors, and teaching assistants (TAs), as well as immediate feedback to quick
quizzes and assignments. MOOCs are a widely researched development in distance
education, first introduced in 2008, that emerged as a popular mode of learning in 2012.
Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features,

such as open licensing of content, structure and learning goals, to promote the reuse and
remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed
licenses for their course materials while maintaining free access for students.
Before the Digital Age, distance learning appeared in the form of correspondence
courses in the 1890s–1920s and later radio and television broadcast of courses and early
forms of e-learning. Typically, fewer than five percent of the students would complete a
course. The first MOOCs emerged from the open educational resources (OER)
movement, which was sparked by MIT OpenCourseWare project. The OER movement
was motivated from work by researchers who pointed out that class size and learning
outcomes had no established connection, with Daniel Barwick's work being the most often-
cited example.
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Within the OER movement, the Wikiversity was founded in 2006 and the first open
course on the platform was organised in 2007. Ten-week course with more than 70
students was used to test the idea of making Wikiversity an open and free platform for
education in the tradition of Scandinavian free adult education, Folk High School and the
free school movement. The term MOOC was coined in 2008 by Dave Cormier of the
University of Prince Edward Island in response to a course called Connectivism and
Connective Knowledge (also known as CCK08). CCK08, which was led by George
Siemens of Athabasca University and Stephen Downes of the National Research Council,
consisted of 25 tuition-paying students in Extended Education at the University of
Manitoba, as well as over 2200 online students from the general public who paid nothing.
Alongside the development of these open courses, other E-learning platforms emerged
– such as Khan Academy, Peer-to-Peer University (P2PU), Udemy, and Alison – which are
viewed as similar to MOOCs and work outside the university system or emphasize
individual self-paced lessons. As MOOCs developed with time, multiple conceptions of
the platform seem to have emerged. Mostly two different types can be differentiated:
those that emphasize a connectivist philosophy, and those that resemble more
traditional courses. To distinguish the two, several early adopters of the platform proposed
the terms cMOOC and xMOOC.
cMOOCs are based on principles from connectivist pedagogy indicating that material
should be aggregated (rather than pre-selected), remixable, re-purposable, and feeding
forward (i.e. evolving materials should be targeted at future learning). cMOOC
instructional design approaches attempt to connect learners to each other to answer
questions or collaborate on joint projects. This may include emphasizing collaborative
development of the MOOC. Andrew Ravenscroft of the London Metropolitan University
claimed that connectivist MOOCs better support collaborative dialogue and knowledge
building.
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xMOOCs have a much more traditional course structure. They are characterized by a
specified aim of completing the course obtaining certain knowledge certification of the
subject matter. They are presented typically with a clearly specified syllabus of recorded
lectures and self-test problems. However, some providers require paid subscriptions for
acquiring graded materials and certificates. They employ elements of the original MOOC,
but are, in some effect, branded IT platforms that offer content distribution partnerships to
institutions. The instructor is the expert provider of knowledge, and student interactions are
usually limited to asking for assistance and advising each other on difficult points.
By June 2012, more than 1.5 million people had registered for classes through Coursera,
Udacity or edX (June 2012, Koller D[1]). As of 2013, the range of students registered
appears to be broad, diverse and non-traditional, but concentrated among English-speakers
in rich countries. By March 2013, Coursera alone had registered about 2.8 million learners.
By October 2013, Coursera enrolment continued to surge, surpassing 5 million, while edX
had independently reached 1.3 million (March 2013, Waldrop M.M[2]). A study from
Stanford University's Learning Analytics group (April 2013, Mackay R.F[3]) identified four
types of students:
a. Auditors, who watched video throughout the course, but took few quizzes or exams;
b. Completers, who viewed most lectures and took part in most assessments;
c. Disengaged Learners, who quickly dropped the course;
d. Sampling Learners, who might only occasionally watch lectures.
They identified the following percentages in each group:
Course Auditing Completing Disengaging Sampling
High school 6% 27% 29% 39%
Undergraduate 6% 8% 12% 74%
Graduate 9% 5% 6% 80%
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About half the students taking US courses are from other countries and do not speak
English as their first language. Video lectures followed by multiple choice questions can
be challenging since they are often the "right questions." Smaller discussion boards
paradoxically offer the best conversations. Larger discussions can be "really, really
thoughtful and really, really misguided", with long discussions becoming rehashes or "the
same old stale left/right debate" (April 2013, Reporter M.B[4]).
MIT and Stanford University offered initial MOOCs in Computer Science and Electrical
Engineering. Since engineering courses need prerequisites so at the outset upper-level
engineering courses were nearly absent from the MOOC list. By 2015, several universities
were presenting undergraduate and advanced-level engineering courses (2012, Ardis M.A.,
Henderson P.B[5]).
1.2. Objectives of the Study
The Objectives of this study are to –
⚫ Study the accessibility of MOOCs

⚫ Determine the factors that affect a MOOC’s performance
⚫ Analyze and Infer the pros and cons of MOOCs
1.3. Review of Literature
Many sources of information were used in the completion of this project. These were
thoroughly read, understood and inferred during the course of the project. MOOCs have
always been a curious and somewhat exciting topic amongst researchers.
Dang et al (2021) conducted research that aimed to identify factors inducing resistance
towards the continued usage of MOOCs. The aim was met with a case study in a prominent
business school in India following a multi-method approach that involves a qualitative
inquiry and an empirical survey. The factors identified following a grounded theory
approach from the qualitative inquiry are classified into four groups that represent usage,
value, tradition, and image barriers. The empirical survey validated the findings from the
qualitative inquiry by confirming that all four barriers are significantly associated with
resistance towards the continued usage of MOOCs.
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Albelbisi et al (2021) proposed a theoretical framework integrating a self-regulated

learning theory and DeLone and McLean success model to investigate the determinants of
successful MOOC. 622 structured questionnaires were collected from undergraduate
students in Malaysia. The subsequent analysis employing Partial Least Squares Structural
Equation Modeling (PLS-SEM) revealed three main results:
• System quality has a positive impact on satisfaction

• Satisfaction and service quality have a positive impact on self-regulated learning
• System quality has an indirect effect on SRL via satisfaction.
Hai Min Dai et al (2020) conducted a study that aimed to understand the psychological
processes underlying learners’ continuance intention to participate in massive open online
courses (MOOCs). The research model incorporated three variables, namely satisfaction,
attitude and confirmation, and two rarely examined variables, namely perceived MOOC
performance and habit. Two studies were conducted with Chinese MOOC learners using
multiple data sources, specifically open online textual data, focus group interviews and
questionnaire surveys. The findings revealed that perceptions of MOOC performance were
represented by two attribute-level qualities, knowledge transmission quality and interaction
quality.
Janelli et al (2021) examined the effects of pre-tests and feedback on learning and
persistence in a MOOC. 399 Participants from around the world enrolled in the American
Museum of Natural History's (AMNH) climate change MOOC were randomly assigned to
one of four experimental conditions:
• Learners in the first group took pre-tests without receiving feedback.

• Learners in the second group took pre-tests and received basic (correct/incorrect)
feedback.
• Learners in the third group took pre-tests and received elaborate feedback.
• The fourth group was the control.
Learning outcomes were measured via post-tests. Results indicated that:
(1) Among all students, pre-tests and feedback did not affect learning outcomes
(2) Pre-tests negatively affected persistence
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YASH JAIN
(3) among those who completed the course, pre-tests positively affected learning
outcomes
(4) Among those who took pre-tests, persistence positively affected learning.
Deng et al (2021) conducted research that recognised student ratings as an important

alternative outcome measure in MOOCs. The paper adopted a semiautomatic text mining
approach to collect and analyse 8475 ratings and reviews submitted for 1794 MOOCs. The
analysis revealed six important themes that contributed to positive ratings:
• Learning
• Understanding
• Interesting
• Videos
• Recommend
• Questions
The paper then investigated the characteristics of each identified theme based on the
proximity of themes, distribution of concepts within themes, and important connections.
The following propositions to enhance the learning experience in MOOCs were found:
(1) Provide realistic learning contexts and instructional conditions in MOOCs to

facilitate the acquisition of knowledge that transfers more readily to real-world
practices;
(2) Carefully design the instructional conditions so that some mental challenge and
stimulation is required for learners to achieve a full understanding of the content,
rather than making MOOCs too simple or effortless to complete
(3) design the course content, materials, and communications to generate interest;
(4) allocate sufficient resources to create high-quality video lectures;
(5) employ video lectures to elicit positive emotions from MOOC learners and simplify
complex, difficult concepts; and
(6) incorporate discussion boards in MOOCs and invest in human and digital resources
to address learners’ queries.
Arkorful et al (2022) conducted a study that examined how the perceived level of students’
knowledge on MOOCs influence its use. The study utilizes the use of Innovation Diffusion
Theory and Technology Acceptance Model to examine factors that influence students use
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of MOOCs within the Ghanaian university. The findings showed perceived usefulness,
perceived ease of use MOOCs as well as perceived compatibility and observability
positively affect students use of MOOCs systems. However, the perceived complexity of
use negatively affects students use of MOOCs systems.
Anders et al (2015) developed a conceptual model of prominent theories and applications

of MOOCs. It proposed a continuum of MOOC learning design that consolidated previous
theories into a tripartite scheme corresponding to primary types of MOOCs including
content-based, community/tasked-based, and network-based applications. A series of
MOOC hybrids were analyzed to demonstrate the value of the model while also clarifying
appropriate applications and significant design challenges for MOOCs. Results indicated
that hybrid design may support the greatest diversity of learners and scaffold engagement
with networked and emergent learning contexts.
Daniel et al (2015) discussed the potential future of MOOCs. This paper explained the
early MOOC models – The cMOOCs and the xMOOCs, while also discussing about its
migration from a ‘freemium’ model to a ‘premium model’. Then, the adoption of adaptive
learning was mentioned. Finally, the study concluded that more than any other phenomenon
this century, MOOCs have made higher education institutions reflect on how they should
position themselves in a changing world. With some 4,000 MOOCs now on offer
worldwide, the original models of cMOOCs and xMOOCs have evolved in many different
directions – so much so that the term “MOOC” has probably outlived its usefulness. What
we see now is the gradual expansion and the steady increase of quality of online teaching
and learning for regular courses and programmes leading to credit and degrees.
El Said et al (2017) presented a qualitative study on MOOC dropout in a developing world.

Thematic analyses of semi-structured interviews were conducted with 52 learners, eight
weeks after their actual registration for a course of their choice as part of a self-learning
activity. The results uncovered novel design factors affecting MOOC retention, like:
• Learner Control, in which users can design their own long-term learning track from
various course modules
• Integrative Design, comprising learners’ own accounts on social media
• Independent Design, in which a course’s modules can be taught separately and
learners need not complete an overall course but rather can select modules from
various courses.
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YASH JAIN
Mobility and Language were identified as important decisive factors for users to drop out
from or complete a MOOC Course. The completion rate observed in the study was slightly
higher than was typically found in previous studies. This result might suggest that using a
MOOC as a learning opportunity within the context of a university-accredited program
would increase the likelihood of completion.
Sonwalkar et al (2015) presented a background of MOOCs, difference between MOOC

and Open Courseware, emergence of MOOC providers, MOOC’s pedagogy, problems of
MOOCs, and significance and sustainability of MOOCs. This study went on to differentiate
between MOOCs and OCW (Open Courseware). It pointed out some prominent MOOC
platforms, and provided details about them, plus listed down the pros and cons of MOOCs.
The paper concluded that MOOCs bring a new perspective to traditional education but are
still in the infancy stage.
Chiu et al (2022) investigated how the three perceived psychological needs in SDT (Self-
Determination Theory) affected student engagement in online learning using pre- and post-
questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in
online learning. The results suggested that digital support strategies better satisfied
students’ needs, that all of the needs were predictors of the level of engagement, and that
relatedness support was very important.
Chen et al (2010) conducted a study based on Deci and Ryan’s Self-Determination Theory
(SDT). They proposed and tested a model for online learner motivation in two online
certificate programs, with a sample size of 262 respondents. Results from structural
equation modeling provided evidence for the mediating effect of need satisfaction between
contextual support and motivation/self-determination. However, motivation/self-
determination failed to predict learning outcomes. Additionally, this study supported SDT’s
main theorizing that intrinsic motivation, extrinsic motivation, and amotivation are
distinctive constructs, and found that the direct effect and indirect effects of contextual
support exerted opposite impacts on learning outcomes.
Ryan et al (2020) reviewed research from SDT showing that both intrinsic motivation and
well- internalized (and thus autonomous) forms of extrinsic motivation predict an array of
positive outcomes across varied educational levels and cultural contexts and are enhanced
by supports for students’ basic psychological needs for autonomy, competence, and
relatedness. Findings also showed a dynamic link between teacher and student motivation,
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as teachers are themselves impacted and constrained by controlling mandates, institutional

pressures, and leadership styles.
Vonderwell et al (2007) explored asynchronous online discussions, assessment processes,

and the meaning students derived from their experiences in five online graduate courses at
the Colleges of Education of two Midwestern higher education institutions. The findings
suggested that asynchronous online discussions facilitate a multidimensional process of
assessment demonstrated in the aspects of structure, self-regulatory activities, learner
autonomy, learning community and student writing skills. The students valued the
discussions as an essential component of their online learning.
Alamri et al (2020) conducted a qualitative comparison study, where they examined the
perceived efficacy of using personalized learning (PL) activities based on PL principles to
support students’ psychological need satisfaction and intrinsic motivation in an online
course using a traditional one-size-fits-all model, using self-determination theory as a
framework to investigate students’ perceptions of their psychological need satisfaction
(e.g., competence, autonomy, and relatedness) and relation to students’ intrinsic motivation
when enrolled in an online course implementing PL principles. Overall, the study results
showed the potential of implementing personalized learning principles in online courses to
support students’ psychological need satisfaction (e.g., autonomy and competence) and
intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and
effective in meeting their learning needs and interests.
1.4. Research Methodology
Research methodology is a method to solve the research problem systematically. It involves

gathering data, use of statistical techniques, interpretations and drawing conclusions about
research data. Keeping in view the objectives of the study, data is collected from different
sources. The purpose of this section is to describe the methodology carried out to complete
the work. The methodology plays a dominant role in any research work. The effectiveness
of any research work depends upon the correctness and effectiveness of the research
methodology.
Objective: The Objective of this research project is to study, analyze and understand the
accessibility of Massive Open Online Courses (MOOCs), the factors that influence their
performance, and their pros and cons.
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Research Design
The research design refers to the overall strategy that you choose to integrate the different
components of the study in a coherent and logical way, thereby, ensuring you will
effectively address the research problem; it constitutes the blueprint for the collection,
measurement, and analysis of data. Note that the research problem determines the type of
design you should use, not the other way around!
The research design used in this study is Survey / Descriptive Research Design, with
emphasis on the Phenomenological Approach to Quantitative Research, which takes
into account the personal opinions, experiences and perceptions of the target audience. A
questionnaire (given in Annexure) was given to respondents, and based on their responses,
data was analyzed to draw meaningful conclusions. For betterment, we used a control
method, where people younger than the age of 12 won’t be able to participate in the study,
and other respondents would simply submit the questionnaire, if they answer ‘No’ to the
questions:
• Have you ever heard of Massive Open Online Courses (MOOCs)?
• Have you ever completed/enrolled in any MOOC?

N=103
N=110 Survey
Have you ever Yes
Yes / Continued
N=119 completed /
Maybe enrolled in any
Survey Have you MOOC ?
heard of
No Survey End
Beginning MOOCs ?
No Survey End
Figure 1. Research Design
Out of 119 total responses, 110 had heard / maybe heard about MOOCs, and out of those,
103 had enrolled / completed any MOOC course. So, majority of our data was analyzed
on this sample size of 103 responses.
Data Collection
Data refers to a collection of organized information, usually the results of experience,

observation or experiment, or a set of premises. This may consist of numbers, words, or
images, particularly as measurements or observations of a set of variables.
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There are two types of data sources available to the research processes: Primary data,
Secondary data.
1) Primary Data: The primary data is collected by using primary methods such
questionnaires, interviews, observations etc. For this study, the primary data
used is questionnaire.
2) Secondary Data: Secondary data is collected from various Journals, books,
websites, Government reports, Newspapers, and other research reports. For this
study, no secondary data is collected / used.
Sampling Technique
The Sampling Technique means selecting the group that you will actually collect data from
in your research. The Sampling Technique used in this study is a combination of
Convenience Sampling and Voluntary Response Sampling.
1.5. Limitations of the Study
The limitations of a study are those characteristics of design or methodology that impacted
or influenced the interpretation of the findings from your research. The limitations of this
study are –
⚫ The results of this study are limited to the age groups defined in the study.
⚫ This study talks about the factors that affect the performance of MOOCs in India
only.
⚫ Since the data collected is via online questionnaire, there is no way to determine
the authenticity of the respondents’ data.
⚫ The data collected is based on the assumption that respondents who dropped out
of a MOOC, gained enough exposure to be able to answer all the questions
efficiently.
⚫ Since the questionnaire was quite lengthy, it is difficult to determine the attention
span, that the respondents were able to give to each question.
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CHAPTER II – INDUSTRY PROFILING
YASH JAIN
2.1. The Online Education Industry
Online Education is a flexible instructional delivery system that encompasses any kind of
learning that takes place via the Internet. Online learning gives educators an opportunity to
reach students who may not be able to enroll in a traditional classroom course and supports
students who need to work on their own schedule and at their own pace. The quantity of
distance learning and online degrees in most disciplines is large and increasing rapidly.
Schools and institutions that offer online learning are also increasing in number. Students
pursuing degrees via the online approach must be selective to ensure that their coursework
is done through a respected and credentialed institution.
Online education has become a viable and exciting method for instructional delivery in the
global business society that runs on a 24/7 schedule (24 hours a day/7 days a week) because
it provides students with great flexibility. With the increased availability of the Internet and
computer technology, students are able to access information anytime and anyplace that
would normally be available only through a traditional classroom. Studies have shown that
students learn just as effectively in an online classroom as they do in the traditional
classroom (Encyclopaedia of Business and Finance, 2nd ed[6]).
Online Education Programs
• 100% Online Education - Fully-online degrees are earned from the comfort of your
own home with no required visits to your college or university campus.
• Hybrid Education - Hybrid education allows students to pursue a combination of

online and on-campus courses.
• Online Courses - While online courses may be part of a degree program, they can
also be taken on their own in order to master a certain subject or learn a specific
skill.
• MOOCs - MOOCs, or massive open online courses, are usually delivered in lecture
form to online "classrooms" with as many as 10,000 people.
Online institutions must meet with the same quality requirements as brick-and-mortar
institutions. With the advancement of online learning technologies, virtual institutions have
enhanced automated processes to deter fraud and/or plagiarism.
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Many online institutions will partner with universities on campus to develop and deliver
online programs. This enables an online service, while providing validated course studies
through the brick-and-mortar institution, to benefit from the advanced expertise and
technology that an online provider provides (What is Online Education[7]).
Online Education vs Traditional Education
Online Education Traditional Education
The students do not need to attend regular The students need to attend regular classes
classes. for effective learning.
The students need to have just a computer Heavy books, notebooks, pens, and all
and a good internet source to take the related things are needed for taking the
classes. classes.
There is time flexibility during online There is a fixed schedule of classes and the
education as the aspirants can attend the students have no power to change that
classes from anywhere at any time. schedule according to their time.
The students can get the personalized In the traditional classroom method, there
attention of the tutor to solve any problem is a limited no. of students that are present
or clear any doubt. during the class and limited students means
limited thought processes and also limited
numbers of ideas.
The concept of education is changing over the past few years. Traditional classrooms are
converting into online education. It is not necessary to attend traditional classes or
regular classes to learn skills and courses. With the invention of new technologies and the
use of the massive source called the internet, it becomes easier to learn anything from
anywhere.
According to a survey, many students are enrolling in higher-level studies or diploma

courses and you would not believe that 30% of students are pursuing these courses
through online education and they find online education more effective and time-
saving than the traditional education method.
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Online education results in sensible choices whether you are a student or a working
professional. As a working professional through online education, you can sharpen your
skills and become more professional in your field without affecting your current job. Thus,
the positive response of online education can make it the future of education (Sep 2021,
Pandey M [8]).
2.2. The Massive Open Online Courses (MOOCs) Industry
Massive Open Online Courses (MOOCs) are free online courses available for anyone to
enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your
career and deliver quality educational experiences at scale. Millions of people around the
world use MOOCs to learn for a variety of reasons, including: career development,
changing careers, college preparations, supplemental learning, lifelong learning, corporate
eLearning & training, and more.
According to The New York Times, 2012 became "the year of the MOOC" as several
well-financed providers, associated with top universities, emerged, including
Coursera, Udacity, and edX. Dennis Yang, President of MOOC provider Udemy
suggested in 2013 that MOOCs were in the midst of a hype cycle, with expectations
undergoing a wild swing (Nov 2012, Laura P [9]).
During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested
that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings.
Dennis Yang, President of MOOC provider Udemy, later made the point in an article for
the Huffington Post (Mar 2013, Yang D., The Huffington Post [10]).
Many universities scrambled to join in the next big thing, as did more established online
education service providers such as Blackboard Inc, in what has been called a "stampede."
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Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships
with the large American MOOC providers. By early 2013, questions emerged about
whether academia was "MOOC'd out." This trend was later confirmed in continuing
analysis (Feb 2015, Kolowich S. [11]).
The industry has an unusual structure, consisting of linked groups including MOOC
providers, the larger non-profit sector, universities, related companies and venture
capitalists. The Chronicle of Higher Education lists the major providers as the non-profits
Khan Academy and edX, and the for-profits Udacity and Coursera.
The larger non-profit organizations include the Bill & Melinda Gates Foundation, the
MacArthur Foundation, the National Science Foundation, and the American Council on
Education. University pioneers include Stanford, Harvard, MIT, the University of
Pennsylvania, Caltech, the University of Texas at Austin, the University of California at
Berkeley, and San Jose State University. Related companies investing in MOOCs include
Google and educational publisher Pearson PLC (Apr 2013, chronicles.com [12]).
In 2013, the Chronicle of Higher Education surveyed 103 professors who had taught
MOOCs. "Typically, a professor spent over 100 hours on his MOOC before it even started,
by recording online lecture videos and doing other preparation", though some instructors'
pre-class preparation was "a few dozen hours". The professors then spent 8–10 hours per
week on the course, including participation in discussion forums.
The medians were: 33,000 students enrolled; 2,600 passing; and 1 teaching assistant
helping with the class. 74% of the classes used automated grading, and 34% used peer
grading. 97% of the instructors used original videos, 75% used open educational
resources and 27% used other resources. 9% of the classes required a physical textbook
and 5% required an e-book (Mar 2013, Kolowich S., Chronicles of Higher Education [13]).
Unlike traditional courses, MOOCs require additional skills, provided by

videographers, instructional designers, IT specialists and platform specialists. Georgia
Tech professor Karen Head reports that 19 people work on their MOOCs and that more are
needed. The platforms have availability requirements similar to media/content sharing
websites, due to the large number of enrollments. MOOCs typically use cloud computing
and are often created with authoring systems. Authoring tools for the creation of MOOCs
are specialized packages of educational software like Elicitus, IMC Content Studio
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and Lectora that are easy-to-use and support e-learning standards like SCORM and
AICC (Apr 2013, Head K., Chronicle of Higher Education [14]).
Despite their potential to support learning and education, MOOCs have a major concern
related to attrition rates and course drop out. Even though the number of learners
who enroll in the courses tends to be in the thousands range, only a very small portion
of the enrolled learners complete the course. According to the visualizations and analysis
conducted by Katy Jordan (2015), the investigated MOOCs have a typical enrollment of
25,000, even though enrollment has reached a value up to approx. 230,000. Jordan reports
that the average completion rate for such MOOCs is approximately 15%. Early data from
Coursera suggest a completion rate of 7%–9% (Apr 2017, Jordan K. [15]).
2.3. The Global MOOCs Industry
The global massive open online course (MOOC) market was valued at USD 6845.4 million
in 2020, and it is expected to reach USD 18925.18 million by 2026, with an estimated
CAGR of 18.13%, during the period from 2021 to 2026. Massive open online courses
(MOOCs) are the final stage in distance education, as these offer public educational
resources to the students all around the world. They are designed to be scalable to large
online masses, with free participation, and without formal requirements to provide the
opportunity to learn through hundreds of public and private universities or organizations
for millions of individuals around the world. However, since MOOCs became mainstream
in 2012, their completion rates remain a highly debated subject.
The availability of MOOCs is expanding rapidly. According to the University of Southern

California, the institution currently generates around USD 114 million per year from
running such courses. The institution also predicts that online courses will serve more
learners in the next 5-10 years than the combined provision of physical classes offered by
the world's universities. According to Class Central, in its seventh year, the modern
MOOC movement crossed 100 million learners in 2018, to reach a total of 101 million.
Despite a slowdown in the growth rate of new users, MOOC platforms witnessed an
increase in paying customers. More and more degrees are being offered through MOOC
platforms, pointing toward what may ultimately be a lasting revenue model.
According to the US News World Report rankings, about 22 of the top 25 US universities
are now offering free online courses. Although India is very slow in catching up with the
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MOOC wave, the reputed Indian institutes have come forward with their offerings on
specialties. IIT Bombay has collaborated with the Massachusetts Institute of Technology
(MIT) and Harvard to launch MOOCs through its websites for all the interested students
for free. According to The Economic Times, seven leading IITs, Infosys, TCS,
Cognizant, and NASSCOM have planned to join together to launch a bunch of free
online courses that could potentially help 100,000-150,000 people a year to get a high-
quality education and increase their chances of employment.
In the last two years, focus on healthcare, public health, and public administration and
management risen significantly in the market. Moreover, due to the recent COVID-19
outbreak, this trend has further gained momentum across the world. Recently, the
University of Cape Town (UCT) witnessed a surge in its MOOC participation, since the
start of global lockdowns. More than 10,000 people enrolled in the course Understanding
Clinical Research, oriented for medical statistics knowledge, in direct response to the
COVID-19 pandemic. As of March 2020, FUN (France Université Numérique) which is a
MOOC platform that dominates the French Online Course Ecosystem announced to offer
a total of 31 MOOCs, throughout the year 2020, which are categorized into two collections,
"ProjectSUP" and "RéussiteSUP". Moreover, the platform re-opened its archived MOOCs
in the wake of the COVID-19 pandemic.
In countries like India, Australia, and many other Asian Countries, MOOCs are becoming
a part of the education system, which is expected to boost the science segment. Therefore,
platforms, like SWAYAM, are offering 155 engineering courses and 108 science courses.
Moreover, many companies claim that the recent COVID-19 outbreak and lockdown in
many countries surged the demand for science MOOCs. In April 2020, EPFL and
Mohammed VI Polytechnic University (UM6P) in Morocco launched a new online
learning portal featuring 41 MOOCs developed at EPFL. The platform is the first output of
a partnership deal struck between the two institutions shortly before the COVID-19
outbreak. Additionally, during the lockdown, the university reported that the program
attracts many students from the rest of Morocco's engineering schools.
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Courses related subjects, such as technology, business, and science, are usually considered.
Technology includes computer science, IT, and data analytics and statistics, the business
consists of, finance, marketing, entrepreneurship, leadership, and strategy. In contrast, the
science segment includes electronics, physics, chemistry, life sciences, and engineering.
Apart from the mentioned segments, rest is covered under other subject types (2021,
Mordor Intelligence Group [16]).
2.4. The Indian MOOCs Industry
India after US, is dominating the global growth in enrollment, accounting for 8,83,400
(27 %) users on edX, 1.5 million on Coursera, and 112,000 (13%) on Udacity, from
India as in 2016. The massive enrollment is ensuring that the vast majority of the growth
in enrollment of learners is occurring from India, and will surely increase in coming years.
In India, the institutes with the organizational capabilities along with the governing
authorities are trying to serve the grown educational need of the learners, by offering
MOOCs in the country (Jul 2017, Goel A. & Chauhan J., International Journal of
Computer Trends and Technologies, Vol. 49 Issue 2 [17]).
May be the efforts are in the process to grow yet and serve at the rate of growth in demand.
Top institutes (IITs, IIMs, IISC) and authorities (UGC, AICTE, MHRD) have always
been involved in the initiative of serving quality education learners in India including
traditional as well as the online education. Some of projects serving currently for
providing online education are NPTEL, mooKIT offered by IIT Kanpur, and IITBX of
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IIT Bombay. The most recent initiative started by the government is SWAYAM, started
with a goal to serve at a very large scale and to cope with the increased needs of the learners.
MOOC has a huge potential veiled in India. Recent years have seen tremendous hike in the
enrolment by Indian students in MOOCs all over world. India is among the leading
countries in terms of enrolments in courses offered by many popular MOOC providers
including edX, Coursera, and Udacity.
The growth of the learner enrollment is evident from the fact that the number of learners
increased from 11 percent to 27 percent in just one year for edX. Also, currently 1.6
million users with 112,000 (19%) from India, are enrolled in Udacity’s nanodegree (six-
ten months) courses including web developer, data analyst, android developer, mobile
game developer, etc. Though Udacity offer only paid courses since 2014, it announced
scholarships for 500 students from India to pursue its Android nanodegree programme
(priced at Rs.9,800 per month), showing their interest in Indian learners as a market space
for MOOC. Anant Agarwal, CEO, edX, said, “There is a lot of talent in India, but often
there are not enough slots for qualified students in colleges, and not enough financial
aid”. A study in 2016, reveals that a mere 20 percent of the country’s engineering graduates
are readily employable, and that over half (53 percent) of arts, science and commerce
graduates are unfit for employment. So, MOOC is an eminent alternative for the learners
in India to have access to higher education, and to improve quality of their education with
online learning. Anant Agarwal says “I believe that India ultimately will be a much
bigger market for MOOCs than the U.S” (Jul 2016, Damodharan D., The Huffington
Post [18]).
Many initiatives have been taken by the Indian government to provide and support concept
of open education. Initially, the objective was to provide open resources in terms of
repositories, libraries, educational media files, e-books, etc. These were made accessible
for everybody. Some of the efforts in this direction started as National Digital
Repository of IGNOU, Sakshat providing e-content, Shishya for XI-XII Standards by
CBSE Board, and Vidya Vahini integrating IT into the curriculum of rural schools
by providing interactive training and developmental communication. Most of these
initiatives started with establishing dedicated department to make education reachable to
many learners as much as possible. Some of the common names in this path are, Education
and Research Network (ERNET) connecting various colleges and schools by providing
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network connectivity; EDUSAT, a satellite launched for education in India, Consortium

for Educational Communication (CEC), use the power of television to act as means of
educational knowledge dissemination; Information and Library Network Centre
(INFLIBNET) autonomous Inter-University Centre for connecting university libraries, also
it has started several other programs. These all are the initiatives towards open education
and education with Information technology still MOOC was out of their reach.
Moreover, the idea of online courses came into play and India started to work for this. In
2013, government launched e-PG Pathshala run especially for postgraduate course and it is
managed by INFLIBNET of UGC. It is more of a repository of econtent and assessment
than a MOOC. Also, two more course providers are Apna Course and myBskool.com, both
are run in India. But both of these are being run for profit and clearly, providing open
education is not among their motives. Therefore, government set off to offer online courses
on developing their own platforms. Currently, in India only a handful of universities and
institutes have the facilities to start or support such initiatives (Jul 2017, Goel A. &
Chauhan J., International Journal of Computer Trends and Technologies, Vol. 49 Issue 2
[17]
).
2.5. Big Players in the MOOCs Industry
Millions of students have signed up for massive open online courses, and hundreds of
universities are offering some form of Web-based curriculum. Most students aren’t paying
much for these classes, if they’re paying anything at all. Ever since the emergence of OER
(Open Educational Resources) Movement, there have been many players in the MOOC
industry, but very few have managed to stamp their authority. These are :
COURSERA
Coursera Inc. is a U.S.-based massive open online course provider

founded in 2012 by Stanford University computer science professors
Andrew Ng and Daphne Koller. Coursera works with universities and
other organizations to offer online courses, certifications, and degrees
in a variety of subjects. In 2021 it was estimated that about 150
universities offered more than 4,000 courses through Coursera. In March 2020, in response
to the global COVID-19 pandemic, Coursera alongside its partners sponsored over 115
certification courses for people who may have been affected by the global pandemic
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This is part of an outreach initiative for people who may have lost their jobs, have been
retrenched, have had their salaries reduced, or who may merely want to improve and grow
by learning and developing their technical skills through recognized certifications (Mar
2020, Coursera Blog [19]).
EdX
EdX is an American massive open online course (MOOC)

provider created by Harvard and MIT. It hosts online university-
level courses in a wide range of disciplines to a worldwide
student body, including some courses at no charge. It also
conducts research into learning based on how people use its platform. edX runs on the free
Open edX open-source software platform. 2U is the parent company, with edX operating
as its global online learning platform and primary brand for products and services (About
Us, EdX [20]).
KHAN ACADEMY
Khan Academy is an American non-profit educational

organization created in 2008 by Sal Khan. Its goal is
creating a set of online tools that help educate students. The organization produces short
lessons in the form of videos. Its website also includes supplementary practice exercises
and materials for educators. It has produced over 8,000 video lessons teaching a wide
spectrum of academic subjects, originally focusing on mathematics and sciences. All
resources are available for free to users of the website and application.
As of 2018, over 70 million people use Khan Academy, out of which 2.3 million students
use it to prepare for SAT. As of February 2022, the Khan Academy channel on YouTube
has 7.11 million subscribers and Khan Academy videos have been viewed more than 1.94
billion times (2018, Khan Academy Blog [21]).
STANFORD ONLINE
Stanford Online is an educational initiative

launched by Stanford University which offers a
variety of professional education opportunities. As a part of Stanford Online, Stanford
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University created an open access OpenEdX platform which offered a variety of massive
open online courses (MOOCs) in 2013, but that site is no longer accessible. Online classes
previously offered on that platform can now be accessed on an updated platform EdX that
offers a wide range of online courses covering many topics. Some of the online classes
offered by Stanford Online on this platform are available free of charge. Classes can be
accessed from anywhere around the world (2016, Stanford University [22]).
MITx Online
MITx is the massive open online course

(MOOC) program at Massachusetts Institute of
Technology. A constituent program of MIT’s Office of Digital Learning, MITx produces
MOOCs from MIT departments and faculty that appear on the edX platform. MITx also
supports residential experiments with scalable learning technologies and research on digital
learning. MOOCs offered through edX by MITx are open-enrollment and free to take. In
September 2012, edX and MITx introduced the option to receive an ID verified certificate
on some courses (2012,MIT Press Release [23]).
FUTURELEARN
FutureLearn is a British digital education platform

founded in December 2012. The company is jointly
owned by The Open University and SEEK Ltd. It is a
Massive Open Online Course (MOOC), ExpertTrack, microcredential and Degree learning
platform. As of November included over 250 UK and international partners, including
industry and government partners (2020, FutureLearn Partners [24]).
NPTEL / SWAYAM
SWAYAM (meaning 'Self') is a Sanskrit acronym that stands for "Study Webs of Active-
Learning for Young Aspiring Minds". It is an Indian Massive open online course (MOOC)
platform. The SWAYAM initiative was launched by the then Ministry of Human Resource
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Development (M.H.R.D.) (now Ministry of Education), Government of India under Digital

India to give a coordinated stage and free entry to web courses, covering all advanced
education, High School and skill sector courses. It was launched on 9th July 2017 by Ram
Nath Govind, Honorable President of India (2020, Times of India [25]).
SWAYAM has been developed cooperatively by MHRD (Ministry of Human Resource

Development) and AICTE (All India Council for Technical Education) with the help of
Microsoft and is equipped for facilitating 2,000 courses. The platform offers free access to
everyone and hosts courses from class 9 to post-graduation. It enables professors and
faculty of centrally funded institutes like IITs, IIMs, IISERs, etc. to teach students (2020,
SWAYAM [26]).
2.6. Recent Developments in MOOCs
Early cMOOCs such as CCK08 and ds106 used innovative pedagogy (Connectivism), with
distributed learning materials rather than a video-lecture format, and a focus on education
and learning, and digital storytelling respectively.
Following the 2011 launch of three Stanford xMOOCs, including Introduction Into AI,
launched by Sebastian Thrun and Peter Norvig, a number of other innovative courses have
emerged. As of May 2014, more than 900 MOOCs are offered by US universities and
[27]
colleges (2012, Pérez-Peña R., The Times of India ). As of February 2013, dozens of
universities had affiliated with MOOCs, including many international institutions. In
addition, some organisations operate their own MOOCs – including Google's Power Search
(2013, Levin T., The Times of India [28]).
A range of courses have emerged; "There was a real question of whether this would work
for humanities and social science", said Ng. However, psychology and philosophy courses
are among Coursera's most popular. Student feedback and completion rates suggest that
they are as successful as math and science courses even though the corresponding
completion rates are lower (2013, Fowler, Geoffrey A., Wall Street Journal [29]).
In January 2012, University of Helsinki launched a Finnish MOOC in programming. The

MOOC is used as a way to offer high-schools the opportunity to provide programming
courses for their students, even if no local premises or faculty that can organize such courses
exist. The course has been offered recurringly, and the top-performing students are
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YASH JAIN
admitted to a BSc and MSc program in Computer Science at the University of Helsinki
(2012, Vihavainen A., Luukkainen M., Kurhila J., Proceedings of the 13th annual
[30]
conference on Information technology education – SIGITE '12 ). At a meeting on E-
Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki,
Department of Computer Science, claimed that to date, there have been over 8000
participants in their MOOCs altogether (2014, Kurhilla, Jakko, Aalto University [31]).
On 18 June 2012, Ali Lemus from Galileo University launched the first Latin American
MOOC titled "Desarrollando Aplicaciones para iPhone y iPad" This MOOC is a Spanish
remix of Stanford University's popular "CS 193P iPhone Application Development" and
had 5,380 students enrolled. The technology used to host the MOOC was the Galileo
Educational System platform (GES) which is based on the .LRN project (2012, Galileo
University [32]).
"Gender Through Comic Books" was a course taught by Ball State University's Christina
Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012.
The course used examples from comic books to teach academic concepts about gender and
perceptions.
In November 2012, the University of Miami launched its first high school MOOC as part
of Global Academy, its online high school. The course became available for high school
students preparing for the SAT Subject Test in biology (2012, Reyes H., Revista Education
[33]
).
During the Spring 2013 semester, Cathy Davidson and Dan Ariely taught the "Surprise
Endings: Social Science and Literature" a SPOC course taught in-person at Duke
University and also as a MOOC, with students from Duke running the online discussions
(2014, Laura P., The New York Times [9]).
In the UK of Summer 2013, Physiopedia ran their first MOOC regarding Professional
Ethics in collaboration with University of the Western Cape in South Africa. This was
followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries,
which was accredited by the World Confederation of Physical Therapy and attracted
approximately 4000 participants with a 40% completion rate (2014, Harvey L.H., Glinsky
[34]
J.V., Spinal Cord 52 ). Physiopedia is the first provider of physiotherapy/physical
therapy MOOCs, accessible to participants worldwide.
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In March 2013, Coursolve piloted a crowdsourced business strategy course for 100
organizations with the University of Virginia. A data science MOOC began in May 2013
(2013, Amit Jain, GuideStar Trust Blog [35]).
In May 2013, Coursera announced free e-books for some courses in partnership with
Chegg, an online textbook-rental company. Students would use Chegg's e-reader, which
limits copying and printing and could use the book only while enrolled in the class (2013,
New, Jake, Chronicle of Higher Education [36]).
In June 2013, the University of North Carolina at Chapel Hill launched Skynet University,
which offers MOOCs on introductory astronomy. Participants gain access to the
university's global network of robotic telescopes, including those in the Chilean Andes and
Australia.
In July 2013 the University of Tasmania launched Understanding Dementia. The course
[15]
had a completion rate of (39%) (2017, Jordan K. ), the course was recognized in the
journal Nature (2014, King C., Robinson A., Vickers J., Nature 505 [37]).
Startup Veduca launched the first MOOCs in Brazil, in partnership with the University of
São Paulo in June 2013. The first two courses were Basic Physics, taught by Vanderlei
Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André
Leme Fleury. In the first two weeks following the launch at Polytechnic School of the
University of São Paulo, more than 10,000 students enrolled (2013, Grossman S., Chronicle
of Higher Education [38]).
Startup Wedubox (finalist at MassChallenge 2013) launched the first MOOC in finance
and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad
de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in
Dec 2013 only 2 months after the launch (2013, Mass Challenge [39]).
In January 2014, Georgia Institute of Technology partnered with Udacity and AT&T to
launch their Online Master of Science in Computer Science, or OMSCS. Priced at $7,000,
OMSCS was the first MOOD (massive online open degree) (Master's degree) in computer
science.
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YASH JAIN
In September 2014, the high street retailer, Marks & Spencer partnered up with University
of Leeds to construct an MOOC business course "which will use case studies from the
Company Archive alongside research from the University to show how innovation and
people are key to business success. The course will be offered by the UK based MOOC
platform, FutureLearn (2014, Russel Group [40]).
On 16 March 2015, the University of Cape Town launched its first MOOC, Medicine and
the Arts on the UK-led platform, Futurelearn (2015, University of Cape Town [41]).
In July 2015, OpenClassrooms, jointly with IESA Multimedia, launched the first MOOC-
based bachelor's degree in multimedia project management recognized by a French state
(2015, TechCrunch [42]).
In January 2018, Brown University opened its first "game-ified" course on EdX. Titled
Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature by Professor
James Egan. It featured a storyline and plot to help Leila, a lost humanoid wandering
different worlds, in which a learner had to play mini games to advance through the course
The Pacific Open Learning Health Net, set up by the WHO in 2003, developed an online
learning platform in 2004–05 for continuing development of health professionals. Courses
were originally delivered by Moodle, but were looking more like other MOOCs by 2012
(2015, Pacific Learning OpenNet NZ [43]).
2.7. Future Prospects for MOOCs
The advent of Internet-enabled mass access to college level educational content offers a
number of opportunities to both consumers and providers. Consumers can shop for any
number of content items online from a wide array of providers, choosing products based
on the subject, the prestige of the provider, and the subsequent value of participation.
Providers will have access to large potential markets with low overhead expense and most
importantly without an obligation to validate the preparation and capabilities of the
consumers or guarantee a level of successful completion.
As the market becomes more sophisticated, the production values required for successful
courses will also rise. Since much of the content of MOOC courses is generic, key
differentiators will include the quality of the performances viewed through videos that are
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YASH JAIN
so much a part of the MOOC experience. Boring but expert will not be a successful
combination when there are many faculty who are both knowledgeable and visually
interesting (2012, Reality Check [44]).
The universities, however, are likely to have a major influence in all this as they own the
certification that validates the content and produces the degrees. It is possible that MOOCS
will develop their own degree packaging, but it may be much cheaper and more effective
to let the universities manage the issues of accreditation and quality control associated with
degrees. Universities may look to their intercollegiate sports models and combine into
academic conferences that manage the provision of MOOC content to the marketplace
[44]
(2012, Reality Check ). The college sports enterprise shares a similarity in that its
contents, like the facts of an academic course, are entirely standardized (the rules and
structure of football games and the requirements of sports programs are virtually uniform
for example) but the universities and the conferences ensure high production values and
have highly differentiated branding for the events. We might imagine a Big Ten MOOC or
an Ivy League MOOC with the attendant opportunities for advertising and the creation of
dedicated participants (2012, Reality Check [44]).
In any case, the MOOC process will surely move quickly, leveraged by the continued
worldwide expansion of the high bandwidth access required for video products. MOOC
tools and techniques will evolve into sophisticated systems for tracking student
participation and performance, and universities will find ways to package and validate the
existence of thousands of course completions into degree bundles.
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CHAPTER III – DATA ANALYSIS AND
INTERPRETATION
YASH JAIN
3.1. Basic Demographics
The basic Demographics were collected initially. These contained 5 parameters – Gender,
Current Employment Status, Highest Qualification, Current Education, and Department /
Specialization. The data for these parameters is visualized below –
Number of Respondents by Gender
Female
30%
Female
Male Male
70%
As we can see, most of the respondents were Male respondents. As per the current
employment status, most respondents that participated in this study are Students,
followed by Professionals.
Here, it is quite visible that majority of the respondents are Graduates (they have
Bachelor Degrees). Hence, this study’s data would be largely influenced by the responses
of this group.
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More than 50% of the respondents are either studying a Bachelors degree, or
pursuing a bachelors’ degree, while a quarter of the respondents (25%) are currently
not studying. This makes sense as majorly students like to do MOOCs alongside their
college studies, as they can invest more time in them.
Majority of the participants belonged to the Commerce and Management stream,

with applied sciences and pure sciences taking up the majority of the rest. This seems
logical as currently, most MOOCs are STEM (Science, Technology, Engineering,
Mathematics) and Business-centric.
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3.2. Advanced Demographics
Here, we will analyze some advanced demographics, by using a combination of two or

more basic demographics.
No. of Respondents by Gender and Current Employment

Status
60
52
50
40
30 Female
22
19 Male
20
12
10 7
2 4
1
0
Currently not employed Professionals Self-Employed Student
It is clearly visible that in either male or female case, male respondents are much higher
than female respondents.
The smallest gap between male and female respondents are for Professionals, whereas for
self-employed and current not employed respondents, data is not statistically significant.
Now, lets see some visualization for Gender with Current Education Status.
No of Respondents by Current Education Status and

Gender
60
51
50
40
30
19 19
20
11
5 7
10 4 Female
1 1 1
0 Male
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YASH JAIN
Here, it is clearly visible that even in Bachelor’s degree, Male respondents are way
higher than Female respondents. That is as much conclusion as we can take for Gender.
Now, let us see some statistics for other parameters.
No of Respondents as per Highest Qualification by

Department
45 40 Bachelors Degree
40
35
30 Doctor of Philosophy (PhD)
25 18
20 Masters Degree
15 8 9
10 6 75
3 4 None
5 1 1 1 1 2 13
0
Professional Qualification
Applied Commerce Journalism Law Pure Sciences Other
Sciences and and/or
(CA, CS, CFA etc)
(Engineering Management Tourism
& Medical)
Bachelor’s degree respondents are dominating this particular data set, with
Commerce and Management Graduate Students coming out on top (40), followed by
Applied Sciences (18).
Next, let us see what we can infer from the combination of Current Education Status, and
Current Employment Status.
No of respondents by Current Employment and Current

Education Status
70
59
60
50
Currently not employed
40
Professionals
30
19 Self-Employed
20
Student
8
10
2 3 1 4 2 6 2
6
3 2
1 1
0
Bachelors Degree Doctor of Masters Degree None Professional School (Secondary
Philosophy (PhD) Qualification (CA, / Senior-
CS, CFA etc) Secondary)
Page | 34
YASH JAIN
Here, it is clearly visible that Bachelor Degree students are the majority of our
respondents, by a long margin (40 entries from the second-highest, Professionals who
are currently not studying).
No. of Respondents by Current Education Status and

Department Bachelors Degree
45 40
35
30 Masters Degree
25 18
20
15 8 9 7 None
10 6 4 5
1 3 1 1 1 2 13
5 Professional Qualification (CA,
0
CS, CFA etc)
We can clearly see that once again, Respondents pursuing / studying bachelors in
Commerce and Management are highest, followed by Applied Sciences.
MAJOR INFERENCE
Male respondents who are currently studying / have studied Bachelor’s Degree in
Commerce and Management are dominating our data set, and hence, their responses are
most likely going to influence our conclusions the most. This is followed by respondents
studying / completed Bachelor’s Degree in Applied Sciences (Engineering & Medical).
3.3. Multiple Choice Questions
These questions mark the beginning of our questionnaire. Here, we will evaluate these
questions on the basis of the responses received.
Q1. Have you ever heard of Massive Open Online Courses (MOOCs)?
Q1. Have you ever heard of Massive

Open Online Courses (MOOCs) ?
80 67
60
40 28 Female
20 8 8 Male
7
1
0
Maybe No Yes
Page | 35
YASH JAIN
The graph tells us that majority of our respondents knew what MOOCs are. Even in the
female category, 70% of the respondents knew about MOOCs. Let us see what all we can
draw from this.
Q1. Have you heard of Massive Open Online

Courses ?
Bachelors Degree
50 44
30 23 Masters Degree
20 13
None
10 3 4 4 1 3 5 54
1 1 11 12 2 1
0 Professional Qualification (CA, CS,
Female Male Female Male Female Male CFA etc)
School (Secondary / Senior-
Maybe No Yes Secondary)
It is clearly visible that majority of the respondents who said ‘Yes’ are currently
studying Bachelor Degree, from both male and female.
Q1. Have you heard of Massive Open Online Courses ?

35 33
30
25 Bachelors Degree
20 16
15 Doctor of Philosophy
8 (PhD)
10 6 7 7
4 5
2 34 3 Masters Degree
5 12 1 12 1 1 1 1 1 1 1 1 1 2 11 1
0
Applied Sciences (Engineering…
Applied Sciences (Engineering…

Other
(blank)
Other
Political Science
(blank)
Other
Pure Sciences
Pure Sciences
Journalism and/or Tourism
Pure Sciences
Commerce and Management
Law
None
Professional
Qualification (CA, CS,
CFA etc)
Maybe No Yes
Here, we can clearly see that Respondents belong majorly to the Departments of
Commerce and Management, with Bachelors in these domains dominating their sub-
categories, followed by Applied Sciences.
Page | 36
YASH JAIN
Q2. Have you ever completed / enrolled yourself in any MOOC?
Q2. Have you ever completed / enrolled yourself in

any MOOC ?
80
71
70
60
50
40 Female
32
Male
30
20
10 4
3
0
No Yes
This graph clearly states that majority of the respondents have either completed or
enrolled themselves in MOOCs. Let us see more for this question.
Q2. Have you completed / enrolled yourself in any MOOC ?

50
45
45
40
35 Bachelors Degree

25
25
Masters Degree
20
15
CFA etc)
10 School (Secondary / Senior-
5 5 5 Secondary)
5 3
1 1 1 1 1 1 1
0
Female Male Female Male
No Yes
This graph clearly states that majority of the respondents who have either enrolled
themselves in any MOOC, or completed any MOOC are Bachelor degree holders.
Page | 37
YASH JAIN
Q2.Have you ever completed/enrolled yourself in any

MOOC ?
35 33
30
25
19
20 Bachelors Degree
15 11
10 7 7
5 4 Doctor of Philosophy (PhD)
5 3 2 2
1 1 1 1 1 1 11
0
Masters Degree
Other
Other
Pure Sciences
Commerce and
Commerce and
Law
(Engineering & Medical)
Management
Management
Applied Sciences
Applied Sciences
Professional Qualification (CA, CS,

CFA etc)
Secondary)
No Yes
As the graph conclusively tells us, most respondents who have enrolled in any MOOC
or completed any MOOC are of the Commerce and Management department, at the
Bachelors level of study.
Q3. From where did you enroll in / complete the MOOC? Select all that apply.
This statistic clearly tells us that Coursera, EdX and NPTEL are the most popular MOOC
platforms, whereas SWAYAM comes close to them.
Page | 38
YASH JAIN
Q4. Which online platform is your preference for MOOCs?
Q4. Which Online Platform is your Preference for

MOOCs ?
30
25 25
25
20 18
15 13
10 7
6
4 4
5
This graph tells us that people prefer Coursera, EdX or NPTEL as three major online
platforms for enrolling into / completing MOOCs.
Q4. Which online platform is your preference for MOOCs ?

20 18
18 17
16
14
12 11 Bachelors Degree
10 8
8
5 5 Doctor of Philosophy (PhD)
6 4 4 4 4
4 3 3 3 3
2
2 111 1 1 1 1 1 Masters Degree
0
CFA etc)
Secondary)
This graph tells us while bachelor degree holders and master degree holders prefer
Coursera, higher degrees like Ph.D. and Professional Qualification holders prefer EdX
or NPTEL for MOOCs.
Page | 39
YASH JAIN
Q5. What is the reason behind your preference for this platform? Select all that apply.
This chart shows us that the main factors that are behind the choice for a MOOC Platform
are Quality of Content, Lecture Deliverance, Reputation / Market Value of the MOOC
Platform, and Price.
Q6. Most of the MOOCs you completed / enrolled in, were:
Q6. Most of the MOOCs you enrolled in were :

Paid Enrollment
(payment for
enrollment and
Free Audit (free enrollment,
certificate)
payment for certificate)
20%
Paid Enrollment (payment for
enrollment and certificate)
Free Audit (free

enrollment, payment
for certificate)
80%
It is clearly visible that most MOOCs enrolled by the respondents are Free Audit. Hence,
it is imperative to say that Price / Cost Effectiveness may be more influential than other
factors in the performance of MOOC.
Page | 40
YASH JAIN
Q6. Most MOOCs you enrolled in were :

30 28
25
20 17
15
9 Bachelors Degree
10 7
5 4 5
5 2 2 2 3 2 1 21
1 1 11 1 1
Other
Other
Political Science
Pure Sciences
Pure Sciences
Law

Applied Sciences (Engineering
Applied Sciences (Engineering

Masters Degree
& Medical)
& Medical)
CFA etc)
Secondary)
Free Audit (free enrollment, Paid Enrollment (payment for

payment for certificate) enrollment and certificate)
This graph clearly tells us that Free Audit option improves the popularity and the
accessibility of a MOOC. Here, as expected, major contributors are Bachelor Degree
holders in the Commerce & Management department followed by Applied Sciences.
Q7. Have you ever dropped out of any MOOC Course?
Q7. Have you ever dropped out of any MOOC

Course?
No
29%
No Yes
Yes
71%
Page | 41
YASH JAIN
The pie chart tells us that most of the respondents that enrolled in a MOOC tend to drop
out of it, due to one reason or the other. This could be considered as a barrier to the
success of the MOOC Model.
Q7. Have you ever dropped out of any MOOC Course ?

35 29
30
25
20 15 13
15
10 7 7 7 7
2 4 21 3 2 2 1 Currently not employed
5 1
0 Professionals
Qualification (CA,…
Masters Degree
Masters Degree
Bachelors Degree
Bachelors Degree
Doctor of Philosophy
Doctor of Philosophy
School (Secondary /
School (Secondary /
Senior-Secondary)
Senior-Secondary)
Professional
Self-Employed
Student
(PhD)
(PhD)
No Yes
This graph tells us that most MOOC Drop-outs in our respondents are Bachelor Degree
Students, Professionals and School-going Students. All of them normally have a very
tight schedule. There must be something in this model regarding time management that
is contributing to such high drop-out percentage.
Q8. Do you think it is possible for MOOCs to replace the traditional classroom
experience?
Q8. Do you think it is possible for MOOCs to

replace the traditional classroom experience ?
Yes
12%
Can't Say
29% Can't Say
No
Yes
No
59%
Page | 42
YASH JAIN
This pie chart is depicting that majority of the respondents think that MOOCs cannot
replace the traditional classroom experience. This may be one of the reasons that the
dropout rate is coming out so high. This could also be due to social presence, which is an
important component of traditional classrooms.
HERE, THE MULTIPLE-CHOICE QUESTIONS ARE OVER. So far, we have found

2 factors that contribute to the performance of MOOCs –
1. Cost Effectiveness
2. Technological Efficiency of MOOC Platform
3.4. Likert Scale Questions
These questions are the ordinal scale questions, that asked for respondents’ opinion on
various statements. The questions of this type, included in the study are:
Q1 I often feel that topics covered in online lectures are complex, and hence
difficult to understand
Q2 I can complete a MOOC with a good grade.
Q3 I am able to initiate social interaction and effectively communicate with other

students enrolled in the MOOC
Q4 I expect my use of MOOCs to further increase in the future
Q5 I frequently reply to others' message in a discussion board of the MOOC.
Q6 I am happy with the teacher–student relationship that I have with the professor
/ instructor teaching the MOOC
Q7 I often struggle to grasp concepts in online sessions due to lack of live

interaction with the instructor(s)
Q8 Sometimes I feel that the teaching pedagogy used in online lectures is tough to
follow
Q9 I fail to clear my doubts post online sessions, unlike live classroom sessions
Page | 43
YASH JAIN
The ordinal scale for these questions that was chosen is :
• Strongly Agree
• Agree
• Neutral
• Disagree
• Strongly Disagree
Statement 1: I often feel that topics covered in online lectures are complex, and hence
difficult to understand.
I often feel that topics covered in online lectures are

complex, and hence difficult to understand.
Strongly Disagree
Strongly Agree
2%
6%
Agree
Agree
Disagree
30%
Neutral
Strongly Agree
Strongly Disagree
Neutral
41%
Disagree
21%
As the pie chart tells, a majority of the respondents seem to be Neutral on the statement,
while a good percentage of them agree to it. This means that students’ retention capacity
is not great in case of MOOCs, for this particular study. Although this could also be due to
the respondent’s self-efficacy, still we need to think of external factor.
Let us look at some more statistics. Here, we will see some clustered bar charts of the
statements’ responses along with our demographics, to better understand and analyze this
statement.
Page | 44
YASH JAIN

30
27
25
25
Bachelors Degree
20
Doctor of Philosophy (PhD)
15 13 Masters Degree

CFA etc)
6 6 6
5 School (Secondary / Senior-
5 44
Secondary)
2
1 1 1 1 1
0
Agree Disagree Neutral Strongly Strongly
Agree Disagree

20 19
18
16 Applied Sciences
14
Commerce and
12 11 Management
10 9 9 Journalism and/or
8 8 Tourism
8 7
6 Law
6 5
4
4 Pure Sciences
2
2 1 1 1 1
0
Agree Disagree
These two statistics tell us that most respondents that agree to statement 1 are from the
Commerce / Management and the Applied Sciences background. This is followed by
Pure Sciences, whereas any other category is basically insignificant.
Page | 45
YASH JAIN
Statement 2: I can complete a MOOC with a good grade.
I can complete a MOOC with a good grade.

Strongly Disagree
1%
Strongly Agree
46%
Agree
Neutral
Strongly Agree
Agree
Strongly Disagree
46%
Neutral
7%
This chart tells us that most respondents (92%) are confident that they will be able to
complete a MOOC with a good grade. This speaks highly of the self-regulation, self-
efficacy and retention capacity of the students. This can also be counted as the
technological efficiency of the MOOC platform. Let us see what we can infer from it.
I can complete a MOOC with a good grade.

14 13 Coursera
12
12 1111 EdX
10
10 FutureLearn (The
Open University)
8
8 Harvard Online
MITx
6 5 5 5 5
NPTEL
4
2 2 2 2 2 Stanford Online
2 1 1 1 1 1 1 1
SWAYAM
0
Agree Neutral Strongly Agree Strongly Disagree
This tells us that for popular MOOC Platforms like Coursera and NPTEL, respondents are
confident of scoring a good grade in the MOOC, which further vouches for the
Technological Efficiency of the MOOC Platform. Hence, it could also be a contributing
factor to the performance of MOOCs in India.
Page | 46
YASH JAIN
Statement 3: I am able to initiate social interaction and effectively communicate with

other students enrolled in the MOOC.
I am able to initiate social interaction and effectively

communicate with other students enrolled in the MOOC.
Strongly Agree Strongly Disagree
11% 2%
Agree
Neutral Disagree
26% Neutral
Strongly Agree
Agree
49% Strongly Disagree
Disagree
12%
The pie chart tells us that most of the respondents’ (75%) are able to socially interact with
the other people who are enrolled in the MOOC. This brings forward a previously
mentioned term – Social Presence. Let us see what else can we infer from this.
I am able to initiate social interaction and effectively

communicate with other students enrolled in the MOOC.
30
25
25
19 Currently not employed
20 17
Professionals
15
10 Self-Employed
10
5 6 6 Student
5 2 3 23 2
11 1
0
Agree Disagree
This chart tells us that Students and Professionals are the ones that agree to the statement,
and hence, we can infer that they find it easier than others to socialize. Either way, Social
Presence comes out as an important factor affecting the performance of MOOCs. Further,
we will try to analyze this parameter more.
Page | 47
YASH JAIN
Statement 4: I expect my use of MOOCs to further increase in the future
I expect my use of MOOCs to further

increase in the future.
Strongly Agree
15%
Agree
48% Agree
Neutral Disagree
31%
Neutral
Disagree Strongly Agree

6%
It is clearly visible that a majority of the respondents (63%) agree to the statement,
depicting that MOOCs have been received positively in India so far. Although there is still
a significant portion of respondents who are not sure about MOOCs as part of their future,
that portion can be expected to decrease with time. Let us see some more statistics.
I expect my use of MOOCs to further increase in the future.

35
31
30 Bachelors Degree
24
25
20
Masters Degree
15
11 10 Professional Qualification
10 (CA, CS, CFA etc)
5 5 6
5 2 2 2 1 2 Secondary)
1 1
0
Agree Disagree Neutral Strongly Agree
I expect my use of MOOCs to further increase in the

future.
Applied Sciences (Engineering &
20 Medical)
17
16
14 Commerce and Management
15
12
10 8
7
5 5 Law
5
2 2 2
1 1
Pure Sciences
0
Agree Disagree Neutral Strongly Agree
Page | 48
YASH JAIN
While there is a big portion of bachelor degree participants who can see MOOC as a part
of their future, this ratio is relatively low for other categories.
Statement 5: I frequently reply to others' message in a discussion board of the MOOC.
I frequently reply to others' message in a discussion

board of the MOOC.
Strongly Disagree
9%
Agree
Strongly Agree 27%
5% Agree
Disagree
Neutral
Strongly Agree
Strongly Disagree
Disagree
26%
Neutral
33%
The pie chart depicts that there is a balanced outcome for this statement. While around 32%
of the respondents agree to it, 33% are not sure, and 35% do not agree with it. This brings
out the factor of Social Presence. Let’s see some more statistics.
I frequently reply to others' message in a discussion board

of the MOOC.
25
23
22 Bachelors Degree

20
17 Masters Degree

CFA etc)
Secondary)
10 9
7
5
5
3 3 3
2 2 2
1 1 11 1
0
Agree Disagree
Page | 49
YASH JAIN
I frequently reply to others' message in a

discussion board of the MOOC.
25
21
20 18
17
15 Currently not employed

Professionals
10 9
8 8 Self-Employed
Student
5 4 4
3
2 2 2 2
1 1 1
0
Agree Disagree Neutral Strongly Agree Strongly
Disagree
As the study’s respondents are dominated by students, we can clearly see that many
students disagree to our statement. Anyhow, Social Presence as an important factor is
discovered.
Statement 6: I am happy with the teacher–student relationship that I have with the
professor / instructor teaching the MOOC.
I am happy with the teacher–student relationship that I have with

the professor / instructor teaching the MOOC.

5% 2%
Agree
Neutral
32% Disagree
Neutral
Agree Strongly Agree
41%
Strongly Disagree
Disagree
20%
Page | 50
YASH JAIN
The pie chart tells us that 45% of the respondents feel happy / satisfied with the teacher-
student dynamic with the instructor / teacher teaching the MOOC. This calls for a new
factor – Teaching Presence. Let us see some more statistics regarding this.
I am happy with the teacher–student relationship that I have with the

25
22
21
20
18
15
15
Currently not employed
Professionals
10 Self-Employed
Student
5 5
5 4
3
2 2 2
1 1 1 1
0
Disagree
I am happy with the teacher–student relationship that I have with the

16
14
14
12
10
10 9
8 8
7 Applied Sciences (Engineering &
8
Medical)
6
4 4 4 Commerce and Management
4 3 3
2 2 2 2 2
2 1 1 1 1 1 1 1 1
0
Masters Degree
Masters Degree

Bachelors Degree
Bachelors Degree
Bachelors Degree
Bachelors Degree
Bachelors Degree
School (Secondary / Senior-Secondary)
Law
Pure Sciences

Disagree
Page | 51
YASH JAIN
These charts tell us that while most Bachelor Degree Students are neutral about the teaching
presence in MOOCs, a good number of professionals are satisfied with the current
paradigm. In any case, it can be inferred that Teaching Presence is an essential factor that
determines the performance of a MOOC.
Statement 7: I often struggle to grasp concepts in online sessions due to lack of live
interaction with the instructor(s).
I often struggle to grasp concepts in online sessions due to

lack of live interaction with the instructor(s).
4% 1%
Agree
Agree Disagree
Neutral 22% Neutral
38%
Strongly Agree
Strongly Disagree
Disagree
35%
This pie chart tells us that respondents are mostly neutral to the statement. While a good
proportion of them, have disagreed to the statement, around 23% have agreed. Still, we can
look at the lack of social presence and teaching presence as contributing factors.
I often struggle to grasp concepts in online sessions due

to lack of live interaction with the instructor(s).
25
22

Medical)
15 13 Commerce and Management
10 9 9 9
8 Journalism and/or Tourism
6
5
5 4
3 Law
1 1 1 1
0
Pure Sciences
Agree Disagree
Page | 52
YASH JAIN
I often struggle to grasp concepts in online sessions due to lack of

live interaction with the instructor(s).
30
24
25
20
15 15 Currently not employed
14
15 Professionals
9
10 7 Self-Employed
5 4 4
5 Student
2 1 2 1
0
Disagree
While there is a majority that is neutral to the statement, it can be inferred that the social
presence and the teaching presence, both can have a negative effect on the MOOC’s
performance as well.
Statement 8: Sometimes I feel that the teaching pedagogy used in online lectures is
tough to follow.
Sometimes I feel that the teaching pedagogy used in online

lectures is tough to follow.

3% 2%
Agree
Agree
Disagree
23%
Neutral
Strongly Agree
Neutral Strongly Disagree
34%
Disagree
38%
It is clearly visible that majority (40%) of the respondents disagree with the statement,
which means that they are satisfied with the teaching pedagogy used in MOOCs.
Page | 53
YASH JAIN
Sometimes I feel that the teaching pedagogy used in online

lectures is tough to follow.
12 11
10 10 Coursera
10
EdX
8 8
8 FutureLearn (The Open University)
6 Harvard Online
6 5 5 5 5 MITx
4
4 NPTEL
3 3
2 2 222 2 Stanford Online
2 1 11 1 1 1 1 SWAYAM
0
Agree Disagree
As the graph shows, this could contribute to the factors of Technological Efficiency of
MOOC Platforms, and/or Teaching Presence, and to some extent, the Self-efficacy and
the Self-Regulation of the candidate.
Statement 9: I fail to clear my doubts post online sessions, unlike live classroom
sessions
I fail to clear my doubts post online sessions, unlike live

classroom sessions.
Strongly Agree
3%
Agree
35%
Agree
Disagree
Neutral
Strongly Agree
Neutral
45%
Disagree
17%
As the pie chart shows, majority (45%) of the respondents feel that they are not able to
clear their doubts post online sessions, contrary to live, on-site classroom courses. This
brings the factor of social presence, teaching presence, and the technological efficiency
of MOOC platform into question.
Page | 54
YASH JAIN
I fail to clear my doubts post online sessions, unlike live

classroom sessions.
18 17
16
14 Medical)
12 12
12 Commerce and Management
10
8 8
8 Journalism and/or Tourism
6
6
4 4
4 3 Law
2 1 1
Pure Sciences
0
Agree Disagree Neutral Strongly
Agree
According to this bar chart, this happens often in the case of either Commerce /
Management MOOCs, or in the case of Applied Sciences MOOCs. It is not surprising,
since majority of MOOCs are focused on these domains. Anyhow, it is now clear that
Social and Teaching Presence influence the performance of MOOCs both positively and
negatively.
THE OVERALL ANALYSIS FOR ALL THE LIKERT SCALE QUESTIONS IS

DONE VIA STACKED BAR CHART:
Page | 55
YASH JAIN
So far, we have discovered 5 factors in the Likert Scale Section, that influence the
performance of MOOCs in India –
1. Retention Capacity of Candidate
2. Social Presence
3. Teaching Presence
4. Self-Efficacy
5. Self-Regulation
3.5. Rating Scale Questions
These questions were made to get feedback on various aspects of MOOCs, on a scale of 1
to 5, with 1 being lowest rating, and 5 being the highest rating. The questions used in the
questionnaire are –
Q1 How much did it seem as if your professor were around you during online classes
of the MOOC?
Q2 How much did it seem as if your professor were giving you a lecture in the same
place even during online classes of the MOOC?
Q3 How much did it seem as if you, your professor, and classmates were together in
the same place during online classes of the MOOC?
Q4 How much did it seem as if your professor were talking to you in the same place
during online classes of the MOOC?
Q5 How would you rate the practical exposure / hands-on experience provided by
the MOOC(s)?
Q6 How would you rate the quantity and quality of the study material provided to
you by the MOOC Instructors?
Q7 Overall experience of MOOCs
Q8 How likely are you to recommend doing MOOCs to a friend or colleague?
Page | 56
YASH JAIN
Q1: How much did it seem as if your professor were around you during online classes
of the MOOC?
Q1. How much did it seem as if your professor were

around you during online classes of the MOOC?
Five 2
Four 40
Three 53
Two 7
One 1
0 10 20 30 40 50 60
Frequency
This chart shows a mode of 53 entries for the rating 3. This means that most respondents
do not feel the complete presence of teacher / instructor in online classes of the MOOC(s).
This shows the importance of Teaching Presence.
Q2: How much did it seem as if your professor were giving you a lecture in the same
place even during online classes of the MOOC?
Q2. How much did it seem as if your professor

were giving you a lecture in the same place
even during online classes of the MOOC?
Five 4
Four 40
Three 43
Two 13
One 3
0 10 20 30 40 50
Frequency
Page | 57
YASH JAIN
This chart shows a mode of 43 entries for the rating 3. This means that most respondents
found it difficult / neutral to feel the presence of the teacher in the online class of the
MOOC. It is yet another strong emphasis on Teaching Presence.
Q3. How much did it seem as if you, your professor, and classmates were together in
the same place during online classes of the MOOC?
Q3. How much did it seem as if you, your professor, and

classmates were together in the same place during online
classes of the MOOC?
Five 0
Four 31
Three 44
Two 23
One 5
0 5 10 15 20 25 30 35 40 45 50
Frequency
This graph shows a mode of 44 entries for the rating 3. This means that most of the
respondents feel neutral; like they are sitting in a classroom amongst other students and a
teacher. This is a strong emphasis on Social Presence and Teaching Presence.
Q4. How much did it seem as if your professor were talking to you in the same place
during online classes of the MOOC?
Q4. How much did it seem as if your professor

were talking to you in the same place during
online classes of the MOOC?
Five 3
Four 31
Three 41
Two 27
One 1
0 5 10 15 20 25 30 35 40 45
Frequency
Page | 58
YASH JAIN
This graph shows a mode of 41 entries for the rating 3. It also has 31 entries for rating 4,
which means that more or less, the respondents are somewhat satisfied with this parameter
of the MOOC. This focuses on Teaching Presence.
Q5. How would you rate the practical exposure / hands-on experience provided by the
MOOC(s)?
Q5. How would you rate the practical exposure /

hands-on experience provided by the MOOC(s)?
Five 18
Four 60
Three 17
Two 7
One 1
0 10 20 30 40 50 60 70
Frequency
This chart shows a mode of 60 entries for the rating 4. It also has a significant number of
5-star ratings. This means that the practical exposure / hands-on experience provided by
the MOOC has made the students more than satisfied. This is a good emphasis on the
Technological Efficiency of MOOC Platforms, and on the Teaching Presence.
Q6. How would you rate the quantity and quality of the study material provided to
you by the MOOC Instructors?
Q6. How would you rate the quantity and quality of the study
material provided to you by the MOOC Instructors?
Five 31
Four 58
Three 12
Two 2
One 0
0 10 20 30 40 50 60 70
Frequency
Page | 59
YASH JAIN
This chart shows a mode of 58 for the rating 4, and also has significant entries for the
highest rating, 5. Hence, we can infer that the quality and quantity of the study material
provided by the MOOC Instructors is better than what the candidates expected. This is
another emphasis on Teaching Presence, and Technological Efficiency of the MOOC
Platform.
Q7. Overall experience of MOOCs
Q7. Overall experience of MOOCs
Five 3
Four 57
Three 38
Two 5
One 0
0 10 20 30 40 50 60
Frequency
This graph shows a mode of 57 entries with rating 4, and second-best is 38 entries with
rating 3. It is safe to assume that MOOCs are rated somewhere between 3 and 4, as an
overall experience.
Q8. How likely are you to recommend doing MOOCs to a friend or colleague?
We have used NPS (Net Promoter Score) for the analysis of the data for this question.
The Net Promoter Score (NPS) is determined by subtracting the percentage of responders
who are detractors from the percentage who are promoters. What is generated is a score
between -100 and 100 called the Net Promoter Score. It has 3 terms – Promoters (>=9),
Detractors (>=6), and Passives (7 or 8).
Any NPS Score above 0 is considered ‘Good’. Let us now check the Net Promoter
Score as per our data –
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YASH JAIN
Hence, the recommendation for doing MOOCs is Good. Finally, we have plotted the
average ratings for each rating scale question:
Rating Scale Questions

4.5 How much did it seem as if your professor
4.15 were around you during online classes of the
4 3.84 MOOC?
3.56 How much did it seem as if your professor
3.5 3.34 3.28 were giving you a lecture in the same place
3.08 even during online classes of the MOOC?
2.98
3 How much did it seem as if you, your
professor, and classmates were together in
2.5 the same place during online classes of the
MOOC?
How much did it seem as if your professor
2
were talking to you in the same place during
online classes of the MOOC?
1.5
How would you rate the practical exposure /
hands-on experience provided by the
1
MOOC(s)?
0.5 How would you rate the quantity and quality

of the study material provided to you by the
MOOC Instructors?
0
Average Rating Overall experience of MOOCs
3.6. Factors Determined from Data Analysis
On the basis of our Data Analysis, we have been able to determine 7 factors that affect the
performance of MOOCs in India –
1. Self-Efficacy
2. Self-Regulation
3. Social Presence
4. Teaching Presence
5. Retention Capacity of Student / Candidate
6. Cost Effectiveness
7. Technological Efficiency of MOOC Platform
Page | 61
CHAPTER IV – CONCLUSIONS AND
RECOMMENDATIONS
YASH JAIN
4.1. Conclusions
Every study has some or the other conclusion, to summarize what was learnt. The
conclusions from this study on ‘Factors that affect the Performance of Massive Open
Online Courses (MOOCs) in India’ are as follows: -
1) A Majority of people have a decent idea of what MOOCs are, and in fact, some of
them even have completed MOOC courses from various platforms.
2) The most preferred platforms for MOOCs are Coursera, EdX, and NPTEL.
3) Mostly Students, who have finished / are currently enrolled in / are pursuing
graduation in STEM Courses and/or Commerce and Management Courses enroll
and complete MOOCs.
4) The major advantages of MOOCs are their technological efficiency, quality of

content, and cost effectiveness.
5) The major barriers to MOOCs are social presence, teaching presence, and retention
capacity.
6) Students’ internal factors such as Self-Efficacy, Self-Regulation and Retention

Capacity also play an important role in how MOOCs perform.
4.2. Recommendations
As famously quoted, “There is always room for improvement”. Every process has some
things to improve. As much as I loved working on this project, there were some areas where
it could have done better. These recommendations are –
1) The barriers to MOOCs like Teaching Presence / Social Presence can be somewhat
addressed by making sure that the students are able to get to know each other as
well as the teacher. Some group activities in the starting of each session could be
one way to do it. Another way would be to keep some dedicated classes to share
your experiences, bond with each other and other activities.
2) To improve the current MOOC awareness, educational institutions should start

including MOOCs as an introductory subject in Schools, whereas they should give
options to students to enroll in MOOCs when they go into college.
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YASH JAIN
3) To gain students’ attention to MOOCs, it is important to make sure MOOCs are

considered a credible qualification to recruiters in the corporate sector. Hence,
awareness, and competency of MOOCs should also be spread into the corporate
sector, so that students would enroll into MOOCs thinking that doing these courses
would strengthen their resume and help them enhance their skills. Assigning Credits
to MOOC courses as per education policy norms could help in making this
successful.
4) If possible, Colleges and Schools can try to inculcate MOOCs as a part of their
curriculum, which would make students enroll into MOOCs for their coursework
completion. Some colleges, including our own, Maharaja Agrasen Institute of
Management Studies have already adapted this model.
Page | 64
BIBLIOGRAPHY, REFERENCES AND ANNEXURES
YASH JAIN
Bibliography and References
Research Papers and Published Articles

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and social presence on learning engagement in a large university class using flipped
Learning”, Wiley Journal of Assisted Learning, pp 1-14, doi:
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[2] Akcayir G. & Akcayir M. (Jul 2018), “Flipped Classroom: A review of its
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[3] Chang C.N., Chang C.Y. & Bhagat K.K. (Dec 2015), “The Impact of the Flipped
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and blended learning environments”, Elsevier Computers and Education 55, pp
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[5] Pickert J., Bosner S. & Stibane T. (Apr 2015), “Teaching differential diagnosis in
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[6] Goel A. & Chauhan J. (Jul 2017), “An Overview of MOOC in India”, International
Journal of Computer Trends and Technologies, Vol. 49(2), pp 111-120, doi:
http://dx.doi.org/10.14445/22312803/IJCTT-V49P117
[7] Harvey L.H. & Glinsky J.V. (Oct 2014), "A Massive Open Online Course for
teaching physiotherapy students and physiotherapists about spinal cord injuries",
Spinal Cord, Vol. 52(12), pp 911–918, doi: https://doi.org/10.1038%2Fsc.2014.174
[8] Vihavainen A., Luukkainen M. & Kurhila J. (Oct 2012), "Multi-faceted support for
MOOC in programming", Proceedings of the 13th annual conference on
Information technology education SIGITE '12, pp. 171, doi:
https://doi.org/10.1145/2380552.2380603
[9] King C., Robinson A. & Vickers J. (Jan 2014), "Online education: Targeted
MOOC captivates students", Nature, Vol. 505, pp 7481, doi:
https://doi.org/10.1038%2F505026a
[10] Dang, A., Khanra, S., & Kagzi, M. (Sep 2021), “Barriers towards the continued
usage of massive open online courses: A case study in India”, The International
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https://doi.org/10.1016/j.ijme.2021.100562
vii
YASH JAIN
[11] Albelbisi N.A., Al-Adwan A.S. & Habibi, A. (Jan 2021), “Self-regulated learning
and satisfaction: A key determinants of MOOC success”, Educ Inf Technol 26, pp
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the positive learning experience in MOOCs? An empirical investigation of learners’
ratings and reviews”, International Journal of Educational Technology in Higher
Education, Vol. 18(1), doi: https://doi.org/10.1186/s41239-021-00244-3
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massive open online courses by Ghanaian students”, Cogent Education, Vol. 9(1),
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[16] Anders A. (Dec 2015), “Theories and Applications of Massive Online Open
Courses (MOOCs): The Case for Hybrid Design”, The International Review of
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[17] Daniel S., Cano E. & Gisbert M. (Nov 2015), “The Future of MOOCs: Adaptive
Learning or Business Model?”, RUSC Universities and Knowledge Society Journal,
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[18] El Said G. R. (Sep 2017). “Understanding How Learners Use Massive Open Online
Courses and Why They Drop Out: Thematic Analysis of an Interview Study in a
Developing Country.” Journal of Educational Computing Research, Vol. 55(5), pp
724–752, doi: https://doi.org/10.1177/0735633116681302
[19] Sonwalkar, J., & Maheshkar, C. (June 2015), “MOOCS: A massive platform for
collaborative learning in globalized way”, Journal of Management Research and
Analysis, Vol. 2(2), pp 142-149, doi: (doi not available)
[20] Thomas K. F. Chiu (Apr 2021), “Applying the self-determination theory (SDT) to
explain student engagement in online learning during the COVID-19 pandemic”,
Journal of Research on Technology in Education, Vol. 54(S1), pp S14-S30, doi:
https://doi.org/10.1080/15391523.2021.1891998
[21] Chen K.-C. & Jang S.-J. (Jul 2010), “Motivation in online learning: Testing a model
of self-determination theory”, Computers in Human Behavior, Vol. 26(4), pp 741-
752, doi: http://dx.doi.org/10.1016/j.chb.2010.01.011
[22] Ryan R. & Deci E. (Apr 2020), “Intrinsic and extrinsic motivation from a self-
determination theory perspective: Definitions, theory, practices, and future
viii
YASH JAIN
directions”, Contemporary Educational Psychology, Vol. 61, pp 101860, doi:

http://dx.doi.org/10.1016/j.cedpsych.2020.101860
[23] Vonderwell S., Liang X., & Alderman K. (Mar 2007), “Asynchronous discussions
and assessment in online learning”, Journal of Research on Technology in
Education, Vol. 39(3), pp 309–328, doi:
https://doi.org/10.1080/15391523.2007.10782485
[24] Alamri H., Lowell V., Watson W., & Watson S. L. (Jun 2020), “Using personalized
learning as an instructional approach to motivate learners in online higher
education: Learner self-determination and intrinsic motivation”, Journal of
Research on Technology in Education, Vol. 52(3), pp 322-352, doi:
https://doi.org/10.1080/15391523.2020.1728449
Online Published Material
[1] https://www.mooc.org/
[2] https://en.wikipedia.org/wiki/Massive_open_online_course
[3] https://classcentral.com/help/moocs/
[4] https://library.educause.edu/topics/teaching-and-learning/massive-open-online-
course-mooc
[5] https://www.encyclopedia.com/finance/finance-and-accounting-magazines/online-
education
[6] https://www.indiaeducation.net/online-education/articles/what-is-online-
education.html
[7] https://collegevidya.com/blog/what-is-online-education/
[8] https://en.wikipedia.org/wiki/EdX
[9] https://en.wikipedia.org/wiki/Coursera
[10] https://en.wikipedia.org/wiki/Khan_Academy
[11] https://en.wikipedia.org/wiki/Stanford_Online
[12] https://en.wikipedia.org/wiki/MITx
[13] https://en.wikipedia.org/wiki/SWAYAM
[14] https://www.insidehighered.com/blogs/reality-check/moocs-and-future-university
[15] https://www.mordorintelligence.com/industry-reports/massive-open-online-
course-mooc-market#
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https://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_edu
cation
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[4] Reporter, M. B.-. (2013, April 14). Can you MOOC your way through college in
one year? can you MOOC your way through college in one year? - The Boston
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year/lAPwwe2OYNLbP9EHitgc3L/story.html?arc404=true
[5] Ardis, M. A., Henderson, P. B. (2012), “Software engineering education (SEED)”
ACM SIGSOFT Software Engineering Notes, Vol. 37(5), pp 14, doi:
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February 28, 2022 from Encyclopedia.com:
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yang/post_4496_b_2877799.html
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[12] "Major Players in the MOOC Universe". chronicle.com, Retrieved Mar 26, 2022
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Computer Trends and Technologies, Vol. 49, Issue 2, Jul 2017, pp 111-120, doi:
http://dx.doi.org/10.14445/22312803/IJCTT-V49P117
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online-learning-during-covid-19/
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YASH JAIN
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Web", The New York Times, Retrieved Mar 27, 2022 from
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xii
YASH JAIN
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https://doi.org/10.1038%2F505026a
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Annexure (Questionnaire)
The Questionnaire was created using Microsoft Forms. The link to the questionnaire is:
https://forms.office.com/r/4F683bF9JN
S.NO. Questions Options / Conditions
PART A – INTRODUCTION (DEMOGRAPHICS)

1 Name*
2 Age* >=12 years old
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• Male
• Female
3 Gender*
• Non-Binary
• Prefer not to say
4 Mobile Number
5 Email Address*
• Student
• Professionals
6 Current Employment Status* • Self-Employed
• Currently not
employed
Only for Professionals and
7 Work Profile / Industry*
Self Employed
PART B – EDUCATION DETAILS
• School (Secondary /
Senior Secondary)
• Bachelors Degree
• Masters Degree
• Doctor of Philosophy
8 Highest Qualification*
(PhD)
• Professional
Qualifications (CA,
CS, CFA etc
• Other
• School (Secondary /
Senior Secondary)
• Bachelors Degree
• Masters Degree
Are you currently studying / pursuing any formal • Doctor of Philosophy
9
education?* (PhD)
• Professional
Qualifications (CA,
CS, CFA etc
• None
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YASH JAIN
• Other
not applicable for school
students
• Applied Sciences
(Engineering and
Medical)
• Pure Sciences
10 Department / Specialization*
• Commerce and
Management
• Law
• Journalism and/or
Tourism
• Other
Not applicable for school
11 Course Studied / Studying*
students
PART C – MULTIPLE CHOICE QUESTIONS
• Yes
• No
Have you heard of Massive Open Online Courses • Maybe
12
(MOOCs? * (if the respondent says No,
then they will directly submit
the questionnaire)
• Yes
• No
13 Have you ever enrolled in / completed any MOOC?* (if the respondent says No,
then they will directly submit
the questionnaire)
Coursera
EdX
Harvard Online
From where did you enroll in / complete the MOOC
14 NPTEL
?* (select all that apply)
SWAYAM
FutureLearn
MITx
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Stanford Online
Other
• Coursera
• EdX
• Harvard Online
• NPTEL
Which online platform is your preference for
15 • SWAYAM
MOOCs?* (select one option only)
• FutureLearn
• MITx
• Stanford Online
• Other
Quality of Content
Lecture Deliverance
Evaluation
Techniques
(Assignments,
What is the reason behind your preference for this
16 Project Work etc)
platform ?* (select all that apply)
Reputation / Market
Value of the Platform
Price (Free Audit /
Paid Enrollment)
Other
• Free Audit (free
enrollment, payment
for certificate)
Most of the MOOCs you completed / enrolled in
17 • Paid Enrollment
were :*
(payment for
enrollment and
certificate)
• Yes
18 Have you ever dropped out of any MOOC course?* • No
• Yes
Do you think it is possible for MOOCs to replace
19 • No
traditional classroom experience ?*
• Can’t Say
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PART D – LIKERT SCALE QUESTIONS

Please select the best option that agrees with you :
• Strongly Agree
• Agree
“I often feel that topics covered in online lectures are
20 • Neutral
complex, and hence difficult to understand.”*
• Disagree
• Strongly Agree
• Agree
21 “I can complete a MOOC with a good grade.”* • Neutral
• Disagree
• Strongly Agree
“I am able to initiate social interaction and effectively • Agree
22 communicate with other students enrolled in the • Neutral
MOOC.”* • Disagree
• Strongly Agree
• Agree
“I expect my use of MOOCs to further increase in the
23 • Neutral
future.”*
• Disagree
• Strongly Agree
• Agree
“I frequently reply to others' message in a discussion
24 • Neutral
board of the MOOC.”*
• Disagree
• Strongly Agree
“I am happy with the teacher–student relationship • Agree
25 that I have with the professor / instructor teaching the • Neutral
MOOC.”* • Disagree
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• Strongly Agree
• Agree
“I often struggle to grasp concepts in online sessions
26 • Neutral
due to lack of live interaction with the instructor(s).”*
• Disagree
• Strongly Agree
• Agree
“Sometimes I feel that the teaching pedagogy used in
27 • Neutral
online lectures is tough to follow.”*
• Disagree
• Strongly Agree
• Agree
“I fail to clear my doubts post online sessions, unlike
28 • Neutral
live classroom sessions.”*
• Disagree
PART E – RATING SCALE QUESTIONS

Please rate the following on a scale of 1-5, where 1 is the worst option and 5 is the best option :*
How much did it seem as if your professor were around you during online classes of
29
the MOOC?*
How much did it seem as if your professor were giving you a lecture in the same place
30
even during online classes of the MOOC?*
How much did it seem as if you, your professor, and classmates were together in the
31
same place during online classes of the MOOC?*
How much did it seem as if your professor were talking to you in the same place
32
during online classes of the MOOC? *
How would you rate the practical exposure / hands-on experience provided by the
33
MOOC(s) ?*
How would you rate the quantity and quality of the study material provided to you by
34
the MOOC Instructors?*
35 Overall experience of MOOCs*
How likely are you to recommend doing MOOCs to a friend or colleague?* (Net
36
Promoter Scale Question)
xviii
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Project Report - MOOCs

Research · April 2022

The user has requested enhancement of the downloaded file.

UNDER THE GUIDANCE OF

MAHARAJA AGRASEN INSTITUTE OF MANAGEMENT STUDIES

of degree of Bachelor of Commerce (Honours) at Maharaja Agrasen Institute of

Name of the Student: YASH JAIN

CERTIFICATE FROM INTERNAL GUIDE

Performance of Massive Open Online Courses (MOOCs) in India” is an academic work

of the degree of Bachelor of Commerce from Maharaja Agrasen Institute of Management

Name of the Faculty Guide: Dr. Kamal Gupta

B.COM(H) 6th Semester 2019-2022

The main findings of the research project are as follows:

1.1. About Massive Open Online Courses (MOOCs)

A Massive Open Online Course (MOOC) is an online course aimed at unlimited

Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features,

c. Disengaged Learners, who quickly dropped the course;

d. Sampling Learners, who might only occasionally watch lectures.

They identified the following percentages in each group:

Course Auditing Completing Disengaging Sampling

High school 6% 27% 29% 39%

Undergraduate 6% 8% 12% 74%

1.2. Objectives of the Study

The Objectives of this study are to –

⚫ Study the accessibility of MOOCs

1.3. Review of Literature

Albelbisi et al (2021) proposed a theoretical framework integrating a self-regulated

• System quality has a positive impact on satisfaction

• Learners in the first group took pre-tests without receiving feedback.

Learning outcomes were measured via post-tests. Results indicated that:

Deng et al (2021) conducted research that recognised student ratings as an important

(1) Provide realistic learning contexts and instructional conditions in MOOCs to

Anders et al (2015) developed a conceptual model of prominent theories and applications

El Said et al (2017) presented a qualitative study on MOOC dropout in a developing world.

Sonwalkar et al (2015) presented a background of MOOCs, difference between MOOC

as teachers are themselves impacted and constrained by controlling mandates, institutional

Vonderwell et al (2007) explored asynchronous online discussions, assessment processes,

1.4. Research Methodology

Research methodology is a method to solve the research problem systematically. It involves

• Have you ever heard of Massive Open Online Courses (MOOCs)?

• Have you ever completed/enrolled in any MOOC?

Figure 1. Research Design

Data refers to a collection of organized information, usually the results of experience,

1.5. Limitations of the Study

2.1. The Online Education Industry

Online Education Programs

• Hybrid Education - Hybrid education allows students to pursue a combination of

Online Education vs Traditional Education

Online Education Traditional Education

According to a survey, many students are enrolling in higher-level studies or diploma

2.2. The Massive Open Online Courses (MOOCs) Industry

Unlike traditional courses, MOOCs require additional skills, provided by

2.3. The Global MOOCs Industry

The availability of MOOCs is expanding rapidly. According to the University of Southern

2.4. The Indian MOOCs Industry

network connectivity; EDUSAT, a satellite launched for education in India, Consortium

2.5. Big Players in the MOOCs Industry

Coursera Inc. is a U.S.-based massive open online course provider

EdX is an American massive open online course (MOOC)

Khan Academy is an American non-profit educational

Stanford Online is an educational initiative

MITx is the massive open online course