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dc.contributor.authorWolfenden, Freda
dc.contributor.authorCross, Simon
dc.contributor.authorHenry, Fiona
dc.coverage.spatialAsiaen_US
dc.date.accessioned2017-08-09T23:16:45Z
dc.date.available2017-08-09T23:16:45Z
dc.date.issued2017-07
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/2776
dc.description.abstractThere 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.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 4, no. 2
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttp://jl4d.org/index.php/ejl4d/article/view/209/243en_US
dc.subjectMassive Open Online Courses (MOOC)en_US
dc.subjectTeacher Educationen_US
dc.subjectCapacity Buildingen_US
dc.titleMOOC Adaptation and Translation to Improve Equity in Participationen_US
dc.typeArticleen_US
dc.coverage.placeNameIndiaen_US


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