Educational Quest: An Int. J. of Education and Applied Social Sciences: Vol. 13, No. 03, pp. 221-227, December 2022 DOI: 10.30954/2230-7311.3.2022.7 Peer Reviewed Journal How to cite this article: Hooda, M. (2022). Hype for MOOCs in India and Necessary Readiness: A Critical Analysis of Higher Education System. Educational Quest: An Int. J. Edu. Appl. Soc. Sci., 13(03): 221- 227. Source of Support: None; Conflict of Interest: None Hype for MOOCs in India and Necessary Readiness: A Critical Analysis of Higher Education System Madhuri Hooda Department of Education, M.D. University, Rohtak, Haryana, India Corresponding author: hoodamadhuri@gmail.com Received: 27-08-2022 Revised: 12-11-2022 Accepted: 28-11-2022 ABSTRACT Expansion of higher education in terms of proliferation of Massive Open Online Courses seems an adequate alternative for higher education specially for those who are aspirant for it and are devoid of higher education due to one or the other reason. In last few years enrollment in MOOCs had a tremendous rise and are on hype specifcally in India. Afer USA, India is at second rank in terms of enrollment in MOOCs. Recently Indian Government has launched many digital initiatives to support online education. The present research paper refects the necessary readiness of Indian Higher education system by taking into account Teacher’s Readiness, Students Readiness and Institutional readiness or preparedness. Teacher’s readiness was studied from the aspects of awareness, atitude and aptitude for ICT based teaching and MOOCs. Student’s readiness was studied from the aspects of availability of hardware and sofware, Teacher facilitation etc. Institutional Readiness was studied from the aspects of availability of access devices and connectivity, Policies and internal functionaries for supporting online education. Data was collected from sample comprising of 500 teachers of higher education, 500 students of higher education and from 50 institutes of higher education in India by the use of three diferent questionnaires sent by google form specifcally to study Teacher’s readiness, Student’s readiness and institutional readiness. Afer data analysis, the fndings related to Teachers readiness refected that more than half of the teachers are having positive atitude towards ICT based pedagogy and MOOCs and considers it advantageous for their professional enhancement and from learning perspective of students. A signifcant number of teachers mentioned about the need of training programs to enable them to develop MOOCs. Student’s readiness was also on the favorable side in terms of availability of access devices and internet connection. Students also exhibited positive atitude towards ICT based Pedagogy and MOOCs. Institutional readiness refected that more then half of the institutions have availability in terms of access devices and connectivity. Policies and institutional mechanism is also supportive towards ICT based pedagogy and MOOCs. Although Institutional rewards and incentives are needed for teachers who are using ICT based teaching and MOOCs. Keywords: Teachers Readiness, Student’s Readiness, Institutional Readiness, Higher Education, ICT based Pedagogy, Online Education, MOOCs Online courses in the form of MOOCs aims at massive participation and open access with the medium of web. MOOCs have recently gained significant attention from educationists (Holy, 2014). Some top notch private universities, IITs and IIMs were already offering online courses using course era and edx for their students. Many other institutions have also proposed to implement blended model of MOOC with an amalgamation of online access by the use of edx as an open source platform and its customization for incorporating multilingual support and face to face instructor