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Dynamics of Inclusive and Lifelong Learning Prospects Through Massive Open Online Courses (MOOC): A Descriptive Study

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Technologies, Artificial Intelligence and the Future of Learning Post-COVID-19

Part of the book series: Studies in Computational Intelligence ((SCI,volume 1019))

Abstract

The MOOC online learning have dramatically altered the world of learning and its pedagogical system. Every MOOC course provider has their own technical infrastructure and business model through which they do strive to make the difference and establish their identity. The MOOC technology consists of educators’ involvement in many variables such as designing the courses, preparing study materials, and producing MOOC courses, which includes recording, editing and delivery, and running the course through online mode. It is possible to engage with a huge number of learners through the analysis and discussion slots, besides having a vital advantage of re-watching the video lecture any time and any number of times. It is designed to attain the maximum number of learner’s enrolment. The most advantageous aspect of the MOOC online platform course is the convenient and customized learning environment. In addition to the student community, even Corporate entities, are exhibiting interest in MOOCs for all their staff. For eLearning companies, this is a fantastic opportunity to grow their business especially in this Virtual world. The present study is based on the descriptive observational research design. Based on the secondary data sources, the objectives of the present study are framed along with the variables surveyed from various literature reviewed. The secondary data is collected from various published journals, government reports and unpublished PhD thesis. Significant information on Course Availability in MOOC Platforms, Top Ten Subjects available on the MOOCs Platform, Course Interest of the Learners, Top Ten MOOC Course Languages, Country-Wise Top Ten Enrolment in MOOC Courses, Differences between Regular Online Course and the MOOCs and The Familiar MOOC Course Providers 2019 & 2020, is provided accordingly vide tables captioned in the article, for the ready reference and better understanding of the readers.

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Author information

Authors and Affiliations

  1. Management and Tourism Faculty, Universidad Nacional Santiago Antúnez de Mayolo, Huaraz, Perú

    Edwin Hernan Ramirez-Asis

  2. KL Business School, KL Deemed to Be University, KLEF, Vaddeswaram, Guntur District, Andhra Pradesh, India

    Kolachina Srinivas

  3. Department of Economics, Kristu Jayanti College Autonomous, Bengaluru, India

    K. Sivasubramanian & K. P. Jaheer Mukthar

Authors
  1. Edwin Hernan Ramirez-Asis
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  2. Kolachina Srinivas
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  3. K. Sivasubramanian
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  4. K. P. Jaheer Mukthar
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Editor information

Editors and Affiliations

  1. College of Business and Finance, Ahlia University, Manama, Bahrain

    Allam Hamdan

  2. College of Computers and Artificial Intelligence, Cairo University, Giza, Egypt

    Aboul Ella Hassanien

  3. AACSB International, Tampa, FL, USA

    Timothy Mescon

  4. Majan University College, Muscat, Oman

    Bahaaeddin Alareeni

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Ramirez-Asis, E.H., Srinivas, K., Sivasubramanian, K., Jaheer Mukthar, K.P. (2022). Dynamics of Inclusive and Lifelong Learning Prospects Through Massive Open Online Courses (MOOC): A Descriptive Study. In: Hamdan, A., Hassanien, A.E., Mescon, T., Alareeni, B. (eds) Technologies, Artificial Intelligence and the Future of Learning Post-COVID-19. Studies in Computational Intelligence, vol 1019. Springer, Cham. https://doi.org/10.1007/978-3-030-93921-2_35

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