Journal of Positive School Psychology http://journalppw.com 2022, Vol. 6, No. 2, 40 – 43 Challenges of MOOC in imparting Constructivist Teaching and Learning in India Mikael L Chuaungo 1 , Prof. Lokanath Mishra 2 1 Assistant professor, Govt. J.Buana College,Mizoram 2 Faculty of Education, Mizoram University,Aizawl, India Abstract MOOCs (Massive open online courses) provide India's higher education a chance to revolutionize. MOOCs are well-known for their large size and accessibility to everyone from the primary level up to the higher education level. They are generally free and always designed around flexible constructivist pedagogy , which can be a crucial for aspirants with financial hurdles and specific learning needs. For the Millennial and Gen-Z youth, there is a plethora of learning potential with digital technology. Additionally, these MOOC courses may be used to bridge the gap between industry and academia. The concerns that higher education faces because of expansion, such as equal access, individualized learning, and quality issues, may appear to be addressed by the usage of MOOCs in higher education. However, for a young developing country like India, implementation of MOOC and its potential to promote constructivist learning is a huge challenge with many hardships and obstacles still stand in our way. Introduction MOOCs (Massive open online courses) are a relatively new and well-studied phenomena in the field of remote learning. These were first launched in 2006, and by 2012, they had established themselves as a very popular way of learning. These courses are designed to be accessible to the common man. There is no limit on how many people can attend these classes. In addition to the traditional teaching comprising of lectures the MOOCs provide flexible evaluation systems, access to OERs and discussion forums. The interactivity between teacher and taught opens the way for constructivist teaching and learning. Digitalization in present context gives boost to the development and popularity for MOOCs. Earlier distance education was imparted exclusively through correspondence course. Initially distance education provided e-learning by broadcasting of courses on radio and television. E-Learning underwent a transformational change due to increase in the number of online learners, open e-learning opportunities and lately by development of MOOCs. The earlier MOOCs emerged because of open educational resources movement. The first course under MOOCs was led by George Siemens of Athabasca university and Stephen Downes of national research council in 2008. This course benefitted more than 2000 students without costing them any fee. Collaborative tools helped the students to participate for the blog posts and discussions in Moodle were used. In India, MOOCs have immense potential. In India, the number of students enrolled has risen dramatically in recent years. Many notable MOOC providers, such as edX, Coursera, and Udacity, have identified India as one of the leading countries in terms of enrolment in their courses. MOOCs are currently directing many people in India to meet unmet demand for higher education. Government of India has taken many initiatives to support online education, which has proved useful in providing continuing education and help to increase enrolment ratio of the nation. NPTEL, mooKIT, edX, Coursera, and SWAYAM are the prominent online platforms in India. Although MOOCs have been introduced in many universities, awareness about MOOCs is still low in institutions located smaller towns and cities. A survey revealed that many people outside higher education did not even hear of MOOCs (The Chronical of Higher Education, 2013). People said they have awareness about online education yet did not