Libraries at University of Nebraska-Lincoln
Date of this Version
2021
Document Type
Article
Abstract
Purpose: The study's goal is to learn more about how MOOC-based teaching and learning are evolving in Bangladesh. The difficulties of MOOC-based activities were also investigated in the context of Bangladesh. Methodology: The current research is based on an examination of secondary literature, which includes journal articles, web documents, newspaper stories, book chapters, and other sources. Findings: The market for Massive Open Online Courses (MOOCs) is expected to reach USD 67.18 billion by 2027, up from USD 7.34 billion in 2020, with a CAGR of 37.2 percent from 2021 to 2027. Bangladesh is still in the early stages of MOOC-based teaching-learning activities, despite the fact that a few projects, such as 10-minute school and BYLCx, are very commendable. Bangladesh's government also uses the MOOC platform to teach migrant candidates and government-designated officers, which contributes to the country's digital transformation. Despite these great efforts, the reliability and acceptance of MOOCs in Bangladesh have been questioned owing to a number of challenges, including language limitations, a lack of self-motivation, and disorientation of the ICT environment. Originality/value: This paper encapsulates the general scenario of the MOOC-based teaching-learning environment of Bangladesh.