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Wolfenden, Freda; Cross, Simon and Henry, Fiona
(2017).
URL: http://jl4d.org/index.php/ejl4d/article/view/209
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 which, 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.
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About
- Item ORO ID
- 49281
- Item Type
- Journal Item
- ISSN
- 2311-1550
- Project Funding Details
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Funded Project Name Project ID Funding Body TESS-India Not Set DfID (Department for International Development) - Keywords
- MOOCs; India; capacity Building; Education; teacher training; professional development; Hindi; Open Online Learning
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Institute of Educational Technology (IET) - Research Group
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Education
International Centre for Comparative Criminological Research (ICCCR)
Research into International Teaching and Education for Sustainable development (RITES) - Depositing User
- Simon Cross