Pedagogical Innovation: Integrating MOOCs in Regular Classrooms

This paper highlights the pedagogical challenges required to incorporate Massive Open Online Courses (MOOCs) in teaching-learning at the undergraduate level. This paper is based on the focus group study of the students who undertook the MOOCs. Focus group is used with the objective to uncover why students feel and perceive things in a particular manner along with institutional arrangement to make the process smoother. The case lets discussed in the paper provides unique insights into students’ perception of these new pedagogical tools. The summer MOOCs journey highlights the challenges of handling dropouts (MOOC completion rate), the success of decreased specialization switches, and productive engagement. MOOCs embedded in the course (SWAYAM) exposed students to various pedagogical experiences which helped them in concept clarity and understanding. The challenging part was to select relevant courses or units in the course which suits the subject requirement along with making institutional arrangement to facilitate the same. It resulted in students doing multiple online and certification courses.