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Impact of MOOC on Agricultural Professionals in India - A Case Study


Affiliations
1 University Librarian and P.I., PJTSAU, Hyderabad – 500030, Telangana, India
2 Principal Scientist and CCPI, ICAR-IARI, New Delhi – 110012, India
3 University Librarian and P.I, TANUVAS, Chennai – 600051, Tamil Nadu, India
4 Chief Technical Officer and CCPI, ICAR-IVRI, Izzatnagar, Bareilly – 243122, Uttar Pradesh, India
5 Research Associate and NKMC4AER, PJTSAU, Hyderabad – 500030, Telangana, India
     

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The past few years have witnessed a rapid surge in the development of Massive Open Online Courses (MOOCs). The ICT and associated technologies have necessitated that academic and research community shift to online mode of education. At the same time we have witnessed parallel rise in number of MOOC platforms across the globe. As MOOCs grow in popularity, academic institutes in the world have shifted their mode of imparting knowledge from mere class room to blended mode. The online courses are attracting the learners with their content and user-friendly platform. This paper presents a case study of MOOC on Information Handling Skills for Teaching Learning and Research which was organized for Agricultural Stakeholders of NARS as part of ICAR - NAHEP (IG) Sub Project on National Knowledge Management Centre for Agricultural Education Research (NKMC4AER). A total of 1118 participants were registered for the MOOC comprising of video lectures, live interactive lectures, online quizzes, and discussion forum. In this paper an attempt has been made to study the participants use of course lecture videos, time spent, an in-depth picture of participants, how their own background and capabilities related to their achievement and persistence, and how their interactions with curricular and pedagogical aspects. It also focused on completion rates and assessments.

Keywords

Agriculture, Information Handling Skills, Massive Open Online Courses (MOOC), National Agricultural Higher Education Project (NAHEP), National Knowledge Management Centre for Agriculture Education and Research (NKMC4AER).
User
About The Authors

N. P. Ravi Kumar
http://www.pjtsau.edu.in
University Librarian and P.I., PJTSAU, Hyderabad – 500030, Telangana
India

Library ScienceUniversity Librarian FAC

Amrender Kumar
Principal Scientist and CCPI, ICAR-IARI, New Delhi – 110012
India

G. Rathinasabapathy
University Librarian and P.I, TANUVAS, Chennai – 600051, Tamil Nadu
India

K. N. Kandpal
Chief Technical Officer and CCPI, ICAR-IVRI, Izzatnagar, Bareilly – 243122, Uttar Pradesh
India

D. Vijay Kumar
Research Associate and NKMC4AER, PJTSAU, Hyderabad – 500030, Telangana
India


Notifications

  • Daniel, J. S. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education. Retrieved from https://doi.org/10.5334/2012-18, http://www-jime.open.ac.uk/jime/ article/view/2012-18.
  • Pappano, L. (2012). The year of the MOOC. The New York Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-openonlinecourses-are-multiplying-at-a-rapid-pace.html?pagewanted=1.
  • Siemens, G. (2012). MOOCs are really a platform. Elearnspace blog: http://www.elearnspace.org/blog/2012/07/25/moocsarereally-a-platform/.
  • Leckart, S. (2012). The Stanford education experiment could change higher education forever. Wired Magazine. Retrieved from http://www.wired.com/wiredscience/2012/03/ffaiclass/3/.
  • Chris, I. (2020). Massive online open courses see exponential growth during COVID-19 pandemic. Retrieved from https://theconversation.com/massive-online-open-courses-seeexponentialgrowth-during-covid-19-pandemic-141859.
  • BJIS (2012). Marlia (SP). 6(2):26-45, Available in: http:// www2.marilia.Unesp.br/revistas/index.php/bjis/index. ISSN:1981-1640.
  • Research and Markets (2020). Indian Online Education Market analysis and forecasts: Universities offer fully online degrees which is set to reshape the education industry. Retrieved from https://www.researchandmarkets.com/r/22ib5.
  • Guides Research (2019). Moodle user guide chapter 1: Introduction to moodle. Retrieved from https://www.lambdasolutions.net/guides-and-research/moodleuserguideintro-to-moodle
  • MOOC website: http://mooc.nkmcaer.pjtsau.edu.in/.
  • NAHEP website: https://nahep.icar.gov.in/.
  • NKMC4AER website: http://nahep.ig.iari.res.in/nkmc4aer/.

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  • Impact of MOOC on Agricultural Professionals in India - A Case Study

Abstract Views: 90  |  PDF Views: 5

Authors

N. P. Ravi Kumar
University Librarian and P.I., PJTSAU, Hyderabad – 500030, Telangana, India
Amrender Kumar
Principal Scientist and CCPI, ICAR-IARI, New Delhi – 110012, India
G. Rathinasabapathy
University Librarian and P.I, TANUVAS, Chennai – 600051, Tamil Nadu, India
K. N. Kandpal
Chief Technical Officer and CCPI, ICAR-IVRI, Izzatnagar, Bareilly – 243122, Uttar Pradesh, India
D. Vijay Kumar
Research Associate and NKMC4AER, PJTSAU, Hyderabad – 500030, Telangana, India

Abstract


The past few years have witnessed a rapid surge in the development of Massive Open Online Courses (MOOCs). The ICT and associated technologies have necessitated that academic and research community shift to online mode of education. At the same time we have witnessed parallel rise in number of MOOC platforms across the globe. As MOOCs grow in popularity, academic institutes in the world have shifted their mode of imparting knowledge from mere class room to blended mode. The online courses are attracting the learners with their content and user-friendly platform. This paper presents a case study of MOOC on Information Handling Skills for Teaching Learning and Research which was organized for Agricultural Stakeholders of NARS as part of ICAR - NAHEP (IG) Sub Project on National Knowledge Management Centre for Agricultural Education Research (NKMC4AER). A total of 1118 participants were registered for the MOOC comprising of video lectures, live interactive lectures, online quizzes, and discussion forum. In this paper an attempt has been made to study the participants use of course lecture videos, time spent, an in-depth picture of participants, how their own background and capabilities related to their achievement and persistence, and how their interactions with curricular and pedagogical aspects. It also focused on completion rates and assessments.

Keywords


Agriculture, Information Handling Skills, Massive Open Online Courses (MOOC), National Agricultural Higher Education Project (NAHEP), National Knowledge Management Centre for Agriculture Education and Research (NKMC4AER).

References





DOI: https://doi.org/10.17821/srels%2F2022%2Fv59i1%2F167011