Evaluating the impact of MOOC participation on skill development in autonomous engineering colleges

Abstract

The integration of massive open online courses (MOOCs) in higher education has introduced new avenues for skill development and academic achievement. This study investigates the impact of MOOC participation on students’ academic performance within autonomous engineering colleges. Specifically, we examine whether students who engage in MOOCs achieve higher academic outcomes compared to their peers who follow traditional coursework only. A sample of 450 engineering students from autonomous colleges was surveyed regarding their MOOC participation, academic performance, and engagement levels. To analyze the hypothesis that MOOC participation positively influences academic performance, multiple statistical methods were employed. Descriptive statistics provided an overview of student participation and performance trends, while a t-test was used to compare academic performance scores between MOOC participants and non-participants. Regression analysis was applied to determine if MOOC participation is a significant predictor of academic success. Additionally, a Chi-square test examined the association between MOOC engagement and academic achievement. The results indicate that MOOC participation positively correlates with academic performance, supporting the hypothesis that MOOCs can serve as a valuable supplement to traditional education. These findings underscore the potential of MOOCs to enhance learning outcomes in engineering education and suggest that autonomous colleges might benefit from promoting MOOC engagement as part of their curriculum.