In authors or contributors

MOOC adaptation and translation to improve equity in participation

Resource type
Journal Article
Authors/contributors
Title
MOOC adaptation and translation to improve equity in participation
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.
Publication
Journal of Learning for Development
Volume
4
Issue
2
Pages
127-142
Date
2017
Language
English
ISSN
2311-1550
Loc. in Archive
1941337332; EJ1149178
Rights
Creative Commons Attribution ShareAlike 4.0 International License.
Extra
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada
Citation
Wolfenden, F., Cross, S., & Henry, F. (2017). MOOC adaptation and translation to improve equity in participation. Journal of Learning for Development, 4(2), 127–142. https://jl4d.org/index.php/ejl4d/article/view/209