Adopting MOOCs for Quality Engineering Education in India
Year: 2014
Type: conference-paper
Abstract: In India, over 5,000 engineering colleges affiliated to different universities offer conventional engineering education. Teachers in colleges do the teaching, but universities rigidly control the programme of study, syllabus, and examinations. The quality of education is a matter of concern. MOOCs (Massive Open Online Courses) permit learners to access and benefit from the teaching by renowned professors. MOOCs offer an unprecedented opportunity to revitalise education. These cause complete disintermediation of the university system, making them very affordable; however, they have several shortcomings in their present form. Students enrolling for a MOOC still have to conventionally study the subject for their degree. Complete absence of physical group activities in a classroom under a teacher’s mentoring is another serious issue. Conduct of practical sessions in laboratories is an important aspect of engineering education, for which MOOCs offer no alternative. We propose a blended MOOC model for adoption in India. It envisages acceptance of MOOC grades by a university towards its degrees. It also stipulates an important role for local teachers, who will use a ‘flipped classroom’ model of teaching. They will conduct group discussions and problem-solving sessions rather than mere lecturing and locally give and evaluate assignments of which the marks will be factored in the final grade. They will also conduct laboratories where needed. They will thus mentor and guide students, under their charge.
Source: Springer eBooks
Author: Deepak B. Phatak
Institution: Indian Institute of Technology Bombay
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W1007279005