Article Info

Published 07 Feb 2026

Volume / Issue 2 / Issue 2

Pages 1–11

DOI

10.64823/ijter.2602001

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अर्चना राणा

Open Access Research Article

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TEACHERS’ ATTITUDE TOWARDS MASSIVE OPEN ONLINE COURSES (MOOCS)

by , ,

International Journal of Technology and Emerging Research 2026 , 2 (2) , 1–11

10.64823/ijter.2602001

Received: 05 Feb 2026 Published: 07 Feb 2026

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APA

Sayan Bose, Milan Das , & Shyamsundar Bairagya (2026). TEACHERS’ ATTITUDE TOWARDS MASSIVE OPEN ONLINE COURSES (MOOCS). International Journal of Technology and Emerging Research, 2(2): 1–11. https://doi.org/10.64823/ijter.2602001

MLA

Sayan Bose, et al. "TEACHERS’ ATTITUDE TOWARDS MASSIVE OPEN ONLINE COURSES (MOOCS)." International Journal of Technology and Emerging Research, vol. 2, no. 2, 2026, pp. 1–11. https://doi.org/10.64823/ijter.2602001

Chicago

Sayan Bose, Milan Das , Shyamsundar Bairagya . "TEACHERS’ ATTITUDE TOWARDS MASSIVE OPEN ONLINE COURSES (MOOCS)." International Journal of Technology and Emerging Research 2, no. 2 (2026): 1–11. https://doi.org/10.64823/ijter.2602001

BibTeX

@article{Sayan Bose2026teachers, author = {Sayan Bose and Milan Das and Shyamsundar Bairagya }, title = {TEACHERS’ ATTITUDE TOWARDS MASSIVE OPEN ONLINE COURSES (MOOCS)}, journal = {International Journal of Technology and Emerging Research}, year = {2026}, volume = {2}, number = {2}, pages = {1–11}, doi = {10.64823/ijter.2602001}, }

Abstract

Massive open online courses (MOOCs) have received both praise and condemnation in higher education. Massive open online courses (MOOCs) debuted in 2008, and the phenomenon quickly acquired global traction. The present study aims to increase understanding of the effects of MOOCs on higher education and teachers' attitudes towards this emerging type of education by analysing existing research and data. The current study is quantitative, and the survey method of data collection was chosen due to the nature of the study and its demand. The population of the study included all higher education teachers of West Bengal. The analysis shows that there is no significant difference in male and female teachers' attitudes towards Massive Open Online Courses (MOOCs), nor is there a significant difference in teachers' attitudes towards Massive Open Online Courses (MOOCs) based on teaching experience. The major findings show that MOOCs have a positive influence on the attitude of higher education teachers.

Keywords: attitude, Massive Open Online Courses (MOOCs), Online Education, Male and Female teachers.

© 2026 The Author(s). Published by IORO Publications. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits use, distribution, and reproduction in any medium, provided the original author and source are credited, a link to the license is provided, and any changes are indicated.