Massive open online courses (MOOCs) have evolved in past decade and become one of the prominent parts of the higher education system. The MOOCs provided a promising platform to aspirants who wanted to study further to either enhance their educational status or learn new technologies. With the evolution of MOOC, many platforms started to offer such courses, and many of them are not free as these courses need to register with some nominal fee. The role and need of libraries come at this point for MOOC courses as the courses are bundled with corresponding study material. The print library needs to assist e-library so that it may be compatible with the MOOCs and corresponding resources. The technological shift from print to e-library has a great impact on e-learning followed by MOOCs; however, the issue of MOOC libraries and resources is yet to be resolved to ensure the availability to all the users. The chapter deals with the need of library for MOOCs, its structure and technology shift from print library to e-library, along with the differentiation between e-learning and MOOCs.
Massive open online courses (MOOCs) have evolved in past decade and become one of the prominent parts of the higher education system. The MOOCs provided a promising platform to aspirants who wanted to study further to either enhance their educational status or learn new technologies. With the evolution of MOOC, many platforms started to offer such courses, and many of them are not free as these courses need to register with some nominal fee. The role and need of libraries come at this point for MOOC courses as the courses are bundled with corresponding study material. The print library needs to assist e-library so that it may be compatible with the MOOCs and corresponding resources. The technological shift from print to e-library has a great impact on e-learning followed by MOOCs; however, the issue of MOOC libraries and resources is yet to be resolved to ensure the availability to all the users. The chapter deals with the need of library for MOOCs, its structure and technology shift from print library to e-library, along with the differentiation between e-learning and MOOCs.
Massive open online courses (MOOCs) have received considerable publicity over the last few years. Since they offer costless learning experiences, many have seen them as a way of reducing the costs of higher education. A commonly suggested approach is that learners should be able to take a range of MOOCs and use their certificates of completion to assemble a portfolio that reflects their learning accomplishments, with separate educational market-providers offering services such as advisement, assessment, and accreditation of the portfolio content. It is speculated that this fracturing, or disaggregation, of the current higher educating system would allow learners greater choice and reduce the costs of obtaining accredited degrees. This chapter explores the opportunities and challenges presented by MOOCs and the economic and educational implications of a proposed disaggregation of the higher education system. The analysis suggests that disaggregation would not necessarily reduced costs, but that it would inevitably destroy much of the unpaid-for-value that resides for graduates in the current aggregated system of higher education.
Universitas Terbuka (UT) as an open and distance e-learning institution in Indonesia, has widely intensify the interconnectivity on international stages. UT adopts international academic standard and pave its vision “to provide access to a world quality higher education for all through open and distance higher education”. Although, most of UT students do not yet have access to adequate internet connection, UT has been a reference for other open education institutions and was acknowledged by the global community to have been succeeded in managing distance education system. By outlining the concept of education diplomacy creates an explanation that the growth of globalized educational collaboration increases the importance of conveying people-to-people engagement through e-learning education system. In previous years, UT has aimed the mission toward an ASEAN distance education collaboration and offer an Open Online Certificate Program through MOOC (Massive Open Online Courses). The aim is to share knowledge among Indonesian and its counterparts in ASEAN.
Universitas Terbuka (UT) as an open and distance e-learning institution in Indonesia, has widely intensify the interconnectivity on international stages. UT adopts international academic standard and pave its vision “to provide access to a world quality higher education for all through open and distance higher education”. Although, most of UT students do not yet have access to adequate internet connection, UT has been a reference for other open education institutions and was acknowledged by the global community to have been succeeded in managing distance education system. By outlining the concept of education diplomacy creates an explanation that the growth of globalized educational collaboration increases the importance of conveying people-to-people engagement through e-learning education system. In previous years, UT has aimed the mission toward an ASEAN distance education collaboration and offer an Open Online Certificate Program through MOOC (Massive Open Online Courses). The aim is to share knowledge among Indonesian and its counterparts in ASEAN.
PurposeThe higher education system has been entrusted globally to provide quality education, especially to the youth, and equip them with required skills and capabilities. The visionaries and policymakers of the countries around the world have been working relentlessly to improve the standard of the higher education system by establishing national and global accreditation and ranking bodies and expecting measuring performance through setting up accreditation and ranking parameters. This paper focuses on the review of Indian university accreditation and ranking system and determining its efficacy in improving academic quality for achieving good position in global quality accreditation and ranking.Design/methodology/approachThe study employed exploratory research approach to know about the accreditation and ranking issues of Indian higher education institutions to overcome the challenges for being globally competitive. The accreditation and ranking parameters and score of leading Indian universities was collected from secondary data sources. Similarly, the global ranking parameters and scores of these Indian universities with top global universities was explored. The performance gaps of Indian university in global academic quality parameter is assessed by comparing it with scores of global top universities. Further, each domestic and global accreditation and ranking parameters have been taken up for discussion.FindingsThe study identified teaching and learning, research and industry collaboration as common parameter in the accreditation and ranking by Indian and global accreditation and ranking body. Furthermore, the study revealed that Indian accreditation and ranking body assess leniently on parameters and award high scores as compared to rigorous global accreditation and ranking practice. The study revealed that “research” and “citations” are important parameters for securing prestigious position in global ranking, this is the reason Indian universities are trailing. The study exposed that Indian academic fraternity lack prominence in research, publication and citations as per need of global accreditation and ranking standards.Research limitations/implicationsThe limitation of this study is that it focused only on few Indian and global accreditation and ranking bodies. The future implication of this study will be the use of methodology designed in this study for comparing accreditation and ranking bodies’ parameters of different continents and countries in different economic development stages i.e. emerging and developed economies to know the disparity and shortcomings in their higher education system.Practical implicationsThe article is a review and comparison of national and global accreditation and ranking parameters. The article explored the important criteria and key indicators of accreditation and ranking that would provide an important and meaningful insight to academic institutions of the emerging economies of the world to develop its competitiveness. The study contributed to the literature on identifying benchmark for improving academic and higher education institution quality. This study would be further helpful in fostering new ideas toward setting up of contemporary globally viable and acceptable academic quality standard.Originality/valueThis is possibly the first study conducted with novel methodology of comparing the Indian and global accreditation and ranking parameters to identify the academic quality performance gap and suggesting ways to attain academic benchmark through continuous improvement activity and process for global competitiveness.
In the new millennium the Indian higher education system has grown two and half times in terms of both the number of universities and the number of students. In comparison the growth in international students has been anaemic. The international students are largely from Asia and Africa. In 2012-13 40% of the students were female; 80% were studying at the under-graduate level, 18% at post-graduate level and 2% were in research. The liberal arts accounted for 30% and 70% were in professional streams, the maximum number being in medicine & health care (35%) followed by engineering & technology (23%) and management (9%).
SHARING KNOWLEDGE THROUGH OPEN AND DISTANCE E-LEARNING EDUCATION: GLOBALIZING UNIVERSITAS TERBUKA
