Asoke Nath et al Int. Journal of Engineering Research and Applications www.ijera.com ISSN : 2248-9622, Vol. 4, Issue 7( Version 3), July 2014, pp.156-163 www.ijera.com 156 | Page Moocs Impact in Higher Education Institution: A Pilot Study In Indian Context Asoke Nath, Abhijit Karmakar, Totan Karmakar Department of Computer Science St. Xavier’s College (Autonomous) Kolkata, India Department of Computer Science St. Xavier’s College (Autonomous) Kolkata, India Department of Computer Sc.St. Xavier’s College Kolkata, India Abstract Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution. Keywords— [MOOCs, e-learning, distance education, higher education institution] I. INTRODUCTION Over the past few years, observers of higher education have speculated about dramatic changes that must occur to accommodate more learners at lower costs and to facilitate a shift away from the accumulation of knowledge to the acquisition of a variety of cognitive and non-cognitive skills. All scenarios feature a major role for technology and online learning. Massive open online courses (MOOCs) are the most recent candidates being pushed forward to fulfill these ambitious goals. To date, there has been little evidence collected that would allow an assessment of whether MOOCs do indeed provide a cost-effective mechanism for producing desirable educational outcomes at scale. It is not even clear that these are the goals of those institutions offering MOOCs. This report investigates the actual goals of institutions creating MOOCs or integrating them into their programs, and reviews the current evidence regarding whether and how these goals are being achieved, and at what cost. How and Why are Institutions Engaging with MOOCs? From different faculty members, administrators, faculty members, researchers and from different institutions it is found that colleges and universities have adopted several different stances towards engaging with MOOCs and are using them as vehicles to pursue multiple goals. Some institutions are actively developing MOOCs and may be termed “producers,” some are using MOOCs developed by other institutions in their programs and could be termed “consumers,” and a few are doing both. Others are adopting a “wait-and-see” approach, or have considered MOOCs and have decided against any form of official engagement. There is no doubt, however, that the beginning of MOOCs has precipitated many institutions to consider or revisit their strategy with respect to online learning, whether at large scale or small. The six major goals for MOOC initiatives are: 1) Extending the reach of the institution and access to education 2) Building and maintaining brand 3) Improving economics by lowering costs or increasing revenues 4) Improving educational outcomes for both MOOC participants and on-campus students 5) Innovation in teaching and learning 6) Conducting research on teaching and learning. Massive Open Online Courses have the potential to extend access to quality education and workforce development training for millions worldwide. Yet, students in the developing world are not accessing these courses in significant numbers, and those that do are already well-educated, well-off, and well- positioned in the job market. While a number of barriers to the full integration of MOOCs in the developing world exist, a fundamental issue of awareness of what is out there and how to navigate it is a critical starting point. Without knowing where to find courses and how to sequence them in ways meaningful to skills acquisition and workforce outcomes, students cannot begin to realize the promise of MOOCs for the developing world. II. MOOCs Background Since exploding onto the higher education scene in 2012, MOOCs have promised to fundamentally transform education as we kow it. Thomas Freidman has written that, “Nothing has more potential to lift RESEARCH ARTICLE OPEN ACCESS