Are MOOCs More Effective than Conventional Classrooms for B.Ed. Pupil Teacher’s?

Abstract

Massive open online courses, or MOOCs, have emerged as one of the most notable innovations in higher education. Unlike a conventional classroom, MOOCs provide open access to everyone, video-based instructional content and forums are made available to an infinite number of learners via an online platform, and knowledge is imparted with asynchronous mode.  This study compares conventional and MOOC approaches to academic achievement and retention among B.Ed. pupil teachers in Delhi at Kamal Institute of Higher Education and Advanced Technology affiliated to GGSIPU. This research is performed on 60 B.Ed. pupil teachers an experimental research design was adopted by the researcher. Two groups were formed experimental named as Group A and control named as Group B. The experimental group gets instruction via MOOC while the control group through regular classroom settings. The experimental and control groups' pre-test and post-test academic performance differed significantly, according to the findings of the paper.  The findings of this paper suggested that there is the significant difference in the academic performance of both the groups. Experimental group has more significant difference in their academic achievents and retention than the conventional group. MOOCs are expected to be more successful than traditional classrooms in terms of teaching and learning. The findings give educational communities important information on pedagogical and technological elements of how to effectively offer instruction for fruitful learning.