Year: 2022 | Month: April | Volume 13 | Issue 1
Study of Educational Effectiveness of Face-to-Face Mode and MOOCs in Blended Mode for Post-graduate students Belonging to Different Socio-economic Status of Teacher Education Program
Madhuri Hooda
DOI:10.30954/2230-7311.1.2022.12
Abstract:
Massive Open Online Courses emerged as a very popular mode of learning in 2012 and aims at providing unlimited participation by learners and their open access to educational material with the help of internet. For a developing and very diverse country like India, it is very difficult to provide equal access and equity based higher education to all the learners. Government of India has started its indigenously developed MOOC delivery platform known as SWAYAM for the MOOCs and other digital initiatives in this regard. The present research work was an effort to study the educational effectiveness of Face-to-Face mode of teaching and MOOCs in blended mode for the post graduate students of teacher education program belonging to different Socio-economic Status. Experimental method was used to study and compare educational effectiveness of the MOOCs in blended mode and face to face teaching on the post graduate students of Teacher Education program belonging to different SES. 3×2 Factorial design was used as a research design. Two-way ANOVA was used as a statistical technique. The findings revealed that MOOCs in blended mode are proved to be more effective from educational effectiveness in terms of educational achievement in comparison to face to face mode of teaching. Further the post graduate students from different SES achieved significantly different scores on the post test after the experimental treatment of teaching methods. The students taught with MOOCs in Blended mode belonging to High and moderate SES achieved significantly high scores on post test than the students taught with Face-to-Face mode of teaching from respective SES. The students belonging to low SES taught with Face-to-Face mode of teaching scored significantly higher than the students taught with Blended mode of teaching from respective SES.
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