Recently, the whole world has faced the deadliest and dangerous consequences due to the transmission of infectious novel coronavirus (nCov). With the outbreak of COVID-19, the education learners, practitioners, and other stakeholders were at the sake of a loss, as it causes the suspension of physical classes and physical interaction of the learners. In these circumstances, Electronic learning (E-learning), Online learning, and the use of Information and Communications Technology (ICT) tools came in handy. It helped the learners in the dissemination of ideas, conducting online classes, making online discussion forums, and taking online examinations. Like the government of each country, the Indian government was also caught off-guard but the existing E-learning infrastructure was able to leverage on while devising plans to tailor them to new situations and launching new ones. The initiatives at the forefront of this noble battle launched by the Department of School Education and Literacy, Ministry of Human Resources Development (MHRD) includes Diksha, Swayam Prabha Channel, Shiksha Van, E-Pathshala, and National Repository of Open Educational Resources (NROER). It worth noting that apart from the Indian central government efforts, each state has various online education initiatives that are tailored to their needs. This research evaluated each of these initiatives commenced by central and state governments and present a detailed analysis of most of the relevant initiatives. Additionally, a survey is conducted to get insights of learners in concern to online learning. Despite the issues raised in this learning, the outcomes come to be satisfactorily favoring online learning.

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Indian government E-learning initiatives in response to COVID-19 crisis: A case study on online learning in Indian higher education system.

The study outlined in this thesis provides an account of the demographics, motivations and experiences of Indian learners in Massive Open Online Courses (MOOCs) comparing the UK-based platform FutureLearn and the Indian platform NPTEL (The National Programme on Technology Enhanced Learning).

A sequential mixed-methods approach was adopted. A web-based survey (n=2373) was used to collect demographical data and evidence of respondents’ perceptions about their motivations for taking a MOOC, their learning experiences, and any challenges they may have faced while taking a MOOC. The survey phase was followed by 30 semi-structured interviews with learners from both platforms, adding a rich level of qualitative data to the study, revealing the varied experiences and backgrounds of MOOC learners from India.

Analysis of the collected data suggests that learners from India tend to be male, younger, more likely to be in formal education, and more educated than participants featured in many existing studies on MOOC learner demographics. Further, the current study outlined several demographic and motivational differences between learners on FutureLearn and NPTEL, likely to be attributable to the distinct objectives of the two platforms.

A more in-depth exploration of learners’ experiences suggested that a diverse group of people, particularly on the FutureLearn platform, are using MOOCs to learn more about areas of personal interest, and, in some cases, using FutureLearn resources to assist in their teaching practice. Conversely, learners on the NPTEL platform, who tended to experience more technical challenges such as connectivity issues, were using MOOCs as a supplement to their formal studies, to make up for some of the systemic lack of quality education in many Indian universities.

This thesis suggests that educational technology, in the form of MOOCs, might not necessarily be widening participation in education in a Global South context like India. However, it offers a unique insight into the experiences of learners from India, and provides practical recommendations on how best to serve the needs of the varied Indian learners that make use of MOOCs.

MOOCs for Development? A Study of Indian Learners and their Experiences in Massive Open Online Courses

In the transformational world that we live in, change has become a necessity. Today, cities are becoming smart and are getting future-ready. That is why, there is much discussion on how cities are promoting sustainable development and financial or social inclusion. The creation of smart cities, however, requires smart universities – universities that apart from focusing on tech-based infrastructure/courses and community and government engagement, also make serious efforts to become sustainable themselves. Economic and social sustainability characterised by efficient use of resources, budget transparency and gender diversity are vital for universities aspiring to be the smart components of smart cities. A review of the existing literature on smart universities and smart cities reveals a multiplicity of definitions of smartness and consequent inadequate attention to resource efficiency and social and economic inclusion in such universities, while design and delivery of course curriculum and physical and digital infrastructure may be getting the required attention. Although previous research has pointed to the need for whole schooling and social intelligence of schools/universities, the concept has not become widespread and even present-day rankings of such institutions often miss including sustainability criteria along with academic excellence criteria. This study, thus, reiterates that sustainability metrics for universities must be widely adopted and universities assessed on such metrics along with their strengths in teaching and research. This includes their ability to enable beneficiaries to pass on the same benefit to others. Smart cities require smart universities that follow sustainable principles in all their activities and enable others to do the same. Review Article Bhatia; JEMT, 21(12): 1-11, 2018; Article no.JEMT.44521 2

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Sustainable Smart Universities for Smart Cities

In the era of Information and Communication Technology (ICT), E-learning and digitalization of education are considered to deliver a wide array of benefits that enhance knowledge and performance of the teaching and learning process in higher education institutes, leading to improved learning and teaching efficiency. Integration of digital technologies in education reduces barriers to access education and provides an opportunity for all. In this connection, the Government of India has taken several initiatives to integrate ICT in education, such as online teaching-learning programs through various platforms and organizations. While digital learning breaks several barriers of access to education for all, there are several limitations and issues to access digital education such as poor internet connectivity and bandwidth, lack of digital infrastructure, cost implications, training and development, and unfavorable study environment to address. It is in this regard, to better understand the state of digital education in India, the state of knowledge of research over the years, particularly the implications and impacts of digital education in India, is essential. In this regard, the aim of the study is to know the trends and progress of research in digital education in India. The bibliometric analysis of digital education research in India provides a better understanding of the trends and state of the art of research both for researchers and practitioners. In doing so, authors conducted a bibliometric analysis of digital education research in India terms year-wise and journal-wise publication output, productive authors, country-wise contribution, subject area-wise and funding sponsor-wise publication output, keyword and citation analysis. The study was conducted using the online Scopus database of the documents published on digital education till 2020. The study result shows that the progress of digital education research in India has increased over the years the research output published in top-tier journals was limited. Authors who have been affiliated to Indian universities contributed the most. Major research themes were E-learning, distance education, digital literacy, medical education, mobile learning, digital India, simulation, virtual labs, MOOCS, and COVID-19 pandemic.

Research Contribution to the Progress of Digital Learning in India

This paper presents a detailed review and discussion about an enhanced e-learning platform named Quality Enhancement in Engineering Education (QEEE) as implemented for under-graduate programs in the autonomous institution of BMS College of Engineering, Bangalore. The initiative includes live classrooms, bridge courses and virtual labs. Over the period of seven semesters, the program has evolved making an impact on the teaching learning process of various engineering streams. Certificates and appreciation offered to the stakeholders based on their contribution have led to improved engagement levels. Feedback collected from the participating students and faculties through a survey have proved that the program provides an effective and efficient learning experience.

Uma Kanjilal

Papers

The Journey of SWAYAM: India MOOCs Initiative