MOOC Adaptation and Translation to Improve Equity in Participation

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Date
2017-07
Authors
Wolfenden, Freda
Cross, Simon
Henry, Fiona
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
Abstract
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Description
Subject
Massive Open Online Courses (MOOC), Teacher Education, Capacity Building
Country
India
Region
Asia
Series
Journal of Learning for Development;vol. 4, no. 2
Citation
DOI