Awareness And Proficiency of Educators in Using MOOC Platforms: Analysing Engagement and Online Teaching Practices

Abstract

This study investigates the awareness and proficiency of educators in utilising Massive Open Online Courses (MOOCs) and other e-learning platforms, exploring how these factors relate to their experiences with completing MOOC courses and their online teaching practices. Utilising a descriptive research design, data were collected via structured questionnaires from 167 educators in higher education institutions in Coimbatore. The findings reveal varying levels of awareness, with platforms like Coursera, Swayam, and NPTEL being the most recognised. While most educators rated their proficiency in using e-learning tools as intermediate, a significant portion identified themselves as beginners or having no proficiency, highlighting the need for targeted training. Participation in MOOCs was notable, with over half of the educators having completed at least one course, primarily ranging from one to four courses. However, barriers such as lack of interest and non-response suggest underlying challenges in MOOC adoption. The study also underscores the impact of the COVID-19 pandemic in accelerating the shift towards online teaching, with a substantial number of educators dedicating hours to online classes weekly. These insights suggest a growing trend in digital education, yet emphasise the necessity for enhanced professional development programmes to bridge gaps in digital literacy and proficiency. By addressing these areas, educational institutions can better support educators in effectively integrating digital tools, ultimately enriching the learning experience for students.