Comparative study of conventional and massive open online course MOOC approach on academic achievement and retention among B Ed Pupil teachers

Abstract

COVID-19 is a pandemic crisis affecting every sector, including our education system. During this period, our education system has relied heavily on online technology. COVID-19 has transformed education from traditional learning to online learning. Online teaching and learning are innovative and adaptable modes for students and learners, offering various attractive features for education. Online learning, m-learning, e-learning, and similar formats share common characteristics, such as no need for physical presence, classrooms, or time constraints. These attributes have integrated e learning into the education system. Massive open online courses (MOOCs) provide the opportunity for learning anytime and anywhere; they are cost-effective, do not require physical attendance, support lifelong learning, and include recorded videos, discussion forums, and self-paced learning. MOOCs offer learners high-quality content through recorded videos, which can be accessed by students at minimal cost. This platform benefits various groups in society, such as working individuals, women, and children with special needs (CWSN). The government is focusing on improving the quality of teaching and learning and promoting e-learning initiatives. E-platforms include Swayam, MOOCs, Swayam Prabha, Gyan Vani, and others, through which the government aims to enhance the educational quality for students. MOOCs have been introduced in conventional learning to achieve better academic results and retention among B.Ed. pupil-teachers. This research will explore the best methods for academic achievement and retention among B.Ed. pupil-teachers. The findings of the research also help policymakers and stakeholders in education in making policies. newline newlineKey , Academic Achievement, Conventional Approach, E-learning, Information and Communication Technology (ICT), MOOC, Retention. newline newline