Chapter One: Introduction

In the age of complexity and turbulence, resulting from unpredictable factors coming together, one
must develop the capability to think, strategize, plan, execute and lead successfully. Engineering is
not just about designing, planning, implementing, executing and measuring the impact of various
technologies. A good engineer needs to be a perfect amalgamation of the knowledge in his discipline
and life skills. Quoting Mr. Prakash Javadekar, the Human Resource Development Minister,
Government of India from his Convocation Address at the 4th Convocation of Manipal University,
Jaipur on 7th September 2018- The need of the hour today is that our education system should
generate a spirit of entrepreneurship which will lead to creativity, generation of wealth and
development of skills to handle diverse situations. Thus it is essential to acknowledge that limiting
our education, especially but not limited to the technical field if engineering, to theory with a lack of
focus on life skills, such as entrepreneurial and leadership abilities, the development of the nation as
well as personal growth will remain stagnant. And thus Commonwealth Education Media Centre for
Asia (CEMCA) created and brought forth this Massive Open Online Course (MOOC) on Life Skills for
engineers and other professionals, students, academicians and individuals from all walks of life, to
train them in communication, presentation, critical thinking and leadership skills.

According to India Skills Report 2018, UNDP India, “India sits on an opportune moment in history,
with a demographic dividend of 65% of her human resource pool under the age of 35 with about 12
million individuals expected to join the workforce every year. With the demographic dividend,
comes the responsibility of equipping the youth with employable training and in turn, employment.
Qualified and skilled human resources are most important propellant for economic advancement of
our nation.” If a growing quantity of human resource is either exposed to none to minimal life skill
training and thus rendering their classroom education futile, then the resource will become a liability
for a developing country like India. With extensive poverty and major section of economy working in
the informal sector, one of the mail goals for the youth of India is to reduce unemployment and
include vast population to the formal sector. “Employment landscape is changing swiftly, and new
jobs are emerging with rapid disruption in the business models around the globe. Today’s job market
and in-demand skills are hugely different from the ones of 10 or even 5 years ago and the pace of
change is only set to accelerate. New jobs require new skills which either does not exist or the
population is niche. Building a skilling system to match the new requirements, a system that
responds well to business needs, while opening opportunities for all people is the need of the hour”
(India Skills Report, 2018).

Therefore, MOOC on Life Skills for Engineers has been structured in a way to not only train them, but
to also make the learning informative and engaging. It will run over six to seven weeks for each level
and requires approximately three to five hours of time. More than 370 million users are on internet
in India helping online education to grow at a fast pace; e-learning market in India is estimated at
more than 3 billion at present (Arora, 2017). Thus the scope of this course to reach a wide audience
is immense. Moreover, the course has been designed to accommodate the learners’ busy schedules
and thus it offers flexibility with options for learning the content. The new emerging arena of e-
learning opens up opportunities for people with limited access to other forms of training and
education. “The e-learning does not seem to replace the conventional classrooms with black boards
but it seems to coexist with the already existing system. This system rather promises to reach too far
off rural areas in India where education is still a looming darkness. This objective can be achieved by
providing PCs at low cost with broadband connection. The chances of e-learning to strengthen the
educational system in India are very high” (Imran, 2012).

In the course, the learner will learn from readings, videos, discussions with co-learners and
instructors, meaningful exercises, quizzes and short assignments. Certification is available for those
who wish to complete all required exercises and quizzes.

This course is open to all but will bring greater benefits to engineering students and in-service
engineers.

Qualifying students will be given certificates based on their involvement and performance.
Participation certificate and Competency certificate will be issued by Commonwealth Educational
Media Centre for Asia (CEMCA) and University of Hyderabad.
 Chapter Two: Methodology

A Massive Open Online Course (MOOC) on Life Skills for engineers has been created and organised
by Commonwealth Education Media Centre for Asia (CEMCA) along with six experts as instructors for
effective delivery of content. It is a collaborative programme of CEMCA, New Delhi, Commonwealth
of Learning (COL), Canada, University of Hyderabad and Osmania University with technical support
of Indian Institute of Technology (IIT), Kanpur.

A three month long course, branching into two levels of a duration of six weeks each, commenced
on 6th of November, 2018. This open to all course primarily focuses on four components-
Communication Skills, Critical Thinking, Leadership Skills, and Morals and Ethics. The foundation of
the course thrives on these four pillars that shall help in an overall development of the participant
with respect to communication skills, developing personal profile and preparing the individual for a
competitive work environment. Although the course is welcoming towards a general audience, it
intends to be of utmost benefit to students pursuing engineering and/or in-service engineers.

Since the course is expected to be delivered and undertaken online, participants were expected to
register online for the same. The course registration began from 5th of October, 2018. In order to
register, participants had to visit the website link of Life Skills MOOC, www.lifeskillsmooc.in and sign
up for creating a user account by clicking on the ‘sign in/ sign’ up option available on top right side.
After successful registration to the course, the participant can access the course content by clicking
on the link adjacent to the registration link, under the heading ‘courses’. On right hand side, there is
an option, ‘enrol’. Clicking on that option would direct the participants on an option called ‘access
course’. This shall enable them to successfully commence with the course. The course content has
been divided into two part, level one and two respectively.

The course has been divided into two levels. Level one offers four topics spread over six weeks and
further divided into six modules of one week each. Level two offers seven modules across seven
weeks. Every module is followed by a quiz comprising of twenty five questions each as the mode of
evaluation. Qualifying students shall be given certificates based on their involvement and
performance. Participation certificate and Completion certificate will be issued by Commonwealth
Educational Media Centre for Asia (CEMCA).

The aim of designing and delivering a programme for prospective engineers through an online
platform was to make it available to the audience at their disposal with an ease of accessibility,
developing simple procedures for accessing the course content and user friendly assessment system.
The flexibility of a MOOC has been effectively adopted to make the course content available to the
participant both offline and online. The participants can even download the material provided. This
platform also allows the learners to develop their own discussion forum in order to facilitate
communication, peer learning and exchange of relevant material. Communication with the experts
as well as other participants has been made possible through synchronous and portal link.
Participants have also been provided with an option of group chat with the experts and rest of the
participants in order to get their queries addressed.

How many people registered for l1 and l2. (data to be provided. Not available
on the mooc link.)
 Chapter Three: Design and Development of LifeSkill Course

The programme has been conceived by COL, CEMCA, University of Hyderabad, University of Osmania
and IIT, Kanpur. With a team of four advisors, five instructors, two mentors, a team of eight people
working on operations and a course coordinator, the programme has been designed and developed.

The advisors to the programme are Dr.K Balasubramanian, Commonwealth of Learning, Dr.
Venkataraman Balaji, Commonwealth of Learning, Prof. T.V. Prabhakar, IIT, Kanpur and Dr. Shahid
Rasool, CEMCA.

The team of instructors comprises of six experts from the field with vast experience and knowledge.
Prof. I Ramabrahmam from Department of Political Science, University of Hyderabad; Prof. C
Muralikrishna, Department of English, Osmania University, a senior english professor teaching for
the last 30 years; Prof. Sunita Mishra, CELC, University of Hyderabad has more than 2 decades
experience and is an expert on decision making skills; Dr. G Padmaja, from Centre for Health
Psychology, University of Hyderabad is a psychologist with an experience of 20 years and Mr. Attaluri
Viswanath, an industry expert and a practicing engineer with 36 years of experience in energy and
aviation sectors.

The course has been designed for a period of three months spanning into two six weeks long levels
each. The duration of every week’s module approximates to a 60 hour lecture delivering session
followed by an assessment quiz.

The process of teaching-learning is targeted to be delivered in form of video presentations, with

topics divided among the panel of six experts. The course content is available for download and can
be accessed online and offline, both. For future reference, participants can also access the
transcriptions of the lectures available next to the video link. The length of the videos is at most 20
minutes. Every module begins with an introductory video.

After logging in on the portal, participants can access the course content. After clicking on the
option, the participant can select the level 1, followed by level 2. The portal page has the following
options, course home, announcements, resources, forums, hangout, my profile, log out, select
languages, available on the left hand side margin in order to make it a user friendly platform.

 ‘Course Home’ is the page on which the participant is directed at for accessing the content
available.
 The section under the name ‘Announcements’ is the notice board. It has all the information
regarding the posting of the lecture schedule, the target dates for taking the quiz and the
dates on which answer keys to the quiz shall be made available.
 Under the head titled ‘Resources’, participants can access extra study material provided, and
answer keys to quizzes.
 The section named ‘Forums’ has been divided into three subheads- general discussions,
lectures & assignments and subscribed. General discussions is an interactive forum wher the
participants can post their doubts, queries and grievances during the course and post
completion of the course as well. Participants can provide remarks and feedbacks on the
lectures under lectures & assignments forum.
 ‘Hangout’ is the group chat option made available to the participants for interaction.
 The option ‘My Profile’ reflects the participant’s details, such as their name, age, gender, age
group and qualification filled by the participant at the time of signing up for the course. An
option for uploading a profile picture is also made available. There is also an option of
 editing profile under the abovementioned subheads of details of the participant. There are
two more options under the heading ‘Progress Details’ & ‘Forums Details’. Progress details
section shows the week wise progress of the participant and Forums details shows the
‘topics created’ and ‘topics (the participant has) contributed to’, i.e., contributions made by
the participant in any on-going discussions.
 The next option is the ‘Log Out’ option. By clicking on this option participants can exit the
course temporarily.
 There is another option called ‘Select Languages’ and it comprises of 6 language- English,
Hindi, Russian, French, Ukrainian and Kannada, options in which the content is translated.

Qualifying students will be given certificates based on their involvement and performance.
Participation certificate and Completion certificate will be issued by Commonwealth Educational
Media Centre for Asia (CEMCA).
 Chapter Four: Analysis and Interpretation

Level I
1. Demographic Data Analysis

Table 1.1: Week wise enrolments for MOOC on Life Skills for Engineers Level 1

Week Unique Cumulative Unique Cumulative

Percentage Percentage
1. Upto 09/04/18 20 20 0.46 0.46

2. 10/04/18 - 220 240 5.1 5.56

16/04/18
3. 17/04/18 - 174 414 4.03 9.6
23/04/16
4. 24/04/18 - 1319 1733 30.57 40.17
30/04/18
5. 01/05/18 - 1540 3273 35.7 75.87
07/05/18
6. 08/05/18 - 637 3910 14.77 90.63
14/05/18
7. 15/05/18 - 187 4097 4.33 94.97
21/05/18
8. 22/05/18 - 67 4164 1.55 96.52
28/05/18
9. 29/05/18 - 30 4194 0.7 97.22
04/06/16
10. 05/06/18 - 29 4223 0.67 97.89
11/06/18
11. 12/06/18 - 24 4247 0.56 98.45
18/06/18
12. 19/06/18 - 46 4293 1.06 99.51
25/06/18
13. 26/06/18 - 21 4314 0.49 100
02/07/18

Table 1.1 depicts the weekly distribution of enrolments in the course- MOOC on Life Skills for Engineers Level 1.
The number of enrolments shows high in the week of 1 st-5th June 2018 with an encouraging 1540 enrolments,
amounting to around 36% of total enrolments.
Figure 1.1: Week wise enrolments for MOOC on Life Skills for Engineers Level 1

Week wise enrolments for MOOC on Life Skills for Engineers Level 1

98.45 99.51 100

94.97 96.52 97.22 97.89
90.63
100
75.87
Percentage of Registration

90
80
70
60 40.17
50
35.7
40 30.57
30 9.6
5.56 14.77
20 0.46
5.1 4.03 4.33 1.55
10 0.46 0.7 0.67 0.56 1.06 0.49
0 Unique Percentage
1 2 3 4 5 6 7 8 9 10 11 12 13
Week

Unique Percentage Cumulative Percentage

Table 1.2: State wise enrolments for MOOC on Life Skills for Engineers Level 1

State Percentage No. of Learners

Andhra Pradesh (undivided) 15.84% 526
Arunachal Pradesh 0.06% 2
Assam 1.32% 44
Bihar 1.90% 63
Delhi 3.22% 107
Chhattisgarh 2.11% 70
Goa 0.06% 2
Gujarat 2.44% 81
Haryana 3.79% 126
Himachal Pradesh 0.84% 28
Jammu and Kashmir 1.78% 59
Jharkhand 0.60% 20
Karnataka 3.55% 118
Kerela 1.51% 50
Madhya Pradesh 2.53% 84
Maharashtra 22.79% 757
Manipur 0.06% 2
Meghalaya 0.12% 4
Odisha 9.58% 318
Nagaland 0.15% 5
Punjab 1.20% 40
Rajasthan 6.26% 208
Sikkim 0.03% 1
Tamil Nadu 3.22% 107
Tripura 0.09% 3
Uttar Pradesh 12.53% 416
West Bengal 2.41% 80
Total 100% 3321
Figure 1.2: State wise enrolments for MOOC on Life Skills for Engineers Level 1

The data in Table 1.2 reveals the number of enrolments for the course from each state in India. It
can be observed that while the enrolments span the entire country, maximum number of
participants hail from Andhra Pradesh (undivided), Maharashtra, Odisha and Uttar Pradesh with
around 16%, 28%, 10% and 13% enrolments respectively. The number of enrolments from each
state ranged from 1 in Sikkim to 757 in Maharashtra. This high difference could be attributed to a
lack of outreach in certain states about the course or difficult access to resources such as computers
and/or internet in a few regions.
Table 1.3: Country wise enrolments for MOOC on Life Skills for Engineers Level 1

Country Percentage No. of Learner's

Afghanistan 0.19% 8
Austria 0.02% 1
Bangladesh 2.80% 117
Canada 0.07% 3
China 0.07% 3
Egypt 0.02% 1
Ethiopia 0.02% 1
India 96.05% 4007
Iran 0.02% 1
Japan 0.02% 1
Jordan 0.02% 1
Kazakhstan 0.02% 1
Kenya 0.10% 4
Malaysia 0.02% 1
Nepal 0.12% 5
New Zealand 0.02% 1
Nigeria 0.05% 2
Pakistan 0.02% 1
Papua New Guinea 0.02% 1
Phillipines 0.02% 1
Rwanda 0.02% 1
Saudi Arabia 0.02% 1
Sri Lanka 0.17% 7
United Arab Emirates 0.02% 1
Zambia 0.02% 1
Total 4172
Figure 1.3: Country wise enrolments for MOOC on Life Skills for Engineers Level 1

Country-wise participation is given by Table 1.3, where it can be seen that more than 96%
enrolments were from India. The second highest enrolments were from Bangladesh of around 3% of
total enrolments.

Table 1.4: Gender wise enrolments for MOOC on Life Skills for Engineers Level 1

Gender Percentage No. of Learners

Female 44.05% 1861
Male 55.86% 2360
Not Disclosed 0.09% 4
Total 4225
Figure 1.4: Gender wise enrolments for MOOC on Life Skills for Engineers Level 1

Week wise enrolments for MOOC on Life Skills for Engineers

Level 1
Percentage of Registrations

55.86%
60.00% 44.05%

50.00%
40.00%
30.00%
20.00% 0.09%
10.00%
0.00%
Female Male Not Disclosed
Gender

Table 1.4 indicates that almost 56% of participants who enrolled were male and 44% were female. A few failed
to respond; however that difference is negligible and hence not consequential to our data analysis.
Table 1.5: Age-group wise enrolments for MOOC on Life Skills for Engineers Level 1

Age group Percentage No. of Learners

Less than 16 0.21% 9
16-20 26.49% 1119
21-25 30.37% 1283
26-30 12.73% 538
31-35 10.18% 430
36-40 8.31% 351
51-45 5.54% 234
46-50 3.08% 130
Greater than 50 3.10% 131
Total 4225

Figure 1.5: Age-group wise enrolments for MOOC on Life Skills for Engineers Level 1

AGE-GROUP WISE ENROLMENTS FOR MOOC ON LIFE SKILLS

FOR ENGINEERS LEVEL 1
35.00%
30.37%
Percentage of Registrations

30.00% 26.49%
25.00%
20.00%
15.00% 12.73%
10.18%
10.00% 8.31%
5.54%
5.00% 3.08% 3.10%
0.21%
0.00%
Less than 16-20 21-25 26-30 31-35 36-40 51-45 46-50 Greater
16 than 50
Age groups

Table 1.6: Qualification wise enrolments for MOOC on Life Skills for Engineers Level 1

Qualification Percentage No. of Learners

High School 2.60% 96
Pre University 4.31% 159
Under Graduate 51.52% 1902
Post Graduate 38.08% 1406
Others 3.09% 114
Not Disclosed 0.41% 15
Total 3692
Figure 1.6: Qualification wise enrolments for MOOC on Life Skills for Engineers Level 1

QUALIFICATION WISE ENROLMENTS FOR MOOC ON LIFE

SKILLS FOR ENGINEERS LEVEL 1
Percentage of Registrations

60.00%
51.52%
50.00%
38.08%
40.00%
30.00%
20.00%
10.00% 2.60% 4.31% 3.09% 0.41%
0.00%
High School Pre Under Post Others Not Disclosed
University Graduate Graduate

Learners’ age and qualification distribution is addressed in Tables 1.5 and 1.6. The tables indicate
that the highest number of learners belong to the age-group of 16-20 years and 21-25 years
constituting around 26% and 31% respectively of total enrolments, and also majority of learners
belonged to undergraduate and postgraduate levels who made up around 52% and 38% respectively
of all enrolments. This is indicative of the fact that this course has hit the right mark and has
attracted the youth, that is, the upcoming professionals and the leaders of tomorrow, which is a
significant conclusion. Also it is observed that there is extensive enrolments from other age-groups
as well as other level of qualifications which reveals the inclusiveness and capacity of this course-
MOOC on Life Skills for Engineers Level 1, such that it is useful for any individual from any walk of
life. The course has been appealing for learners due to its ability to teach them critical thinking,
communication and oral presentations skill, importance of ethics and responsibilities in the (not
limited to) engineering professions and leadership qualities.
Table 1.7: Affliation wise enrolments for MOOC on Life Skills for Engineers Level 1

Affliation Percentage No. of Learners

Academia 47.24% 1996
Community Organization 1.21% 51
For-profit Organization 1.51% 64
Individual 48.07% 2031
Non-profit Organization 1.96% 83
Total 4225

Figure 1.7: Affliation wise enrolments for MOOC on Life Skills for Engineers Level 1

AFFLIATION WISE ENROLMENTS FOR MOOC ON LIFE SKILLS

FOR ENGINEERS LEVEL 1

60.00% 47.24%
48.07%
40.00%
Percentage of Registrations

20.00%
1.21%
0.00% 1.51%
1.96%

Affliation

Table 1.7 gives the distribution of enrolments of different participants from various institutional affiliations.
Major enrolments were seen by Individuals, namely students, employees and working professionals, and by
people from the Academia- teachers, researchers and academic leaders, with around 48% and 47% of total
enrolments respectively. This indicates that learners from all institutional affiliations, including learners from
non-profit and profit organisations, seek training in strengthening their communication and oral presentation
skills. MOOC on Life Skills for Engineers Level 1 has also been successful in attracting learners to build their
leadership abilities.
 2. Content Delivery

Table 2.1: Understanding MOOK Kit

S.No Title Views Clicks Visits Downloads

1 Introduction 984 1069 2636 0

2 How to take the course 904 56 1135 0

3 What is an Announcement? 719 157 978 0

4 How to use the Resources Section 780 30 907 0

5 How to ask a Question? 751 47 894 0

6 How to interact with other learner 729 40 854 0

and instructors using hangout
7 How to use Forums? 686 102 878 0

Average 793.285714 214.4285714 1183.14286 0

Figure 2.1: Understanding MOOK Kit

Understanding MOOC Kit

3000
2636
2500
Frequency

2000
1069
1500
1135
984 904 978 907 894 878
1000 780 751 854
719 729 686
500 157
0 56 0 0 30 0 47 0 40 0 102 0
0
Introduction How to take the What is an How to use the How to ask a How to interact How to use
course Announcement? Resources Section Question? with other learner Forums?
and instructors
Title using hangout

Views Clicks Visits Downloads

Table 2.1 shows the leaners’ interface with the preliminary module- Understanding MOOK Kit. As an essential
unit of the course- MOOC on Life Skills for Engineers Level 1. The module introduces the learners’ to the aim
and goal of the course- to build leadership and entrepreneurial qualities in (not limited to) engineering
professionals. It also addresses frequently asked questions such as how to take the course, how to use the
forum and how to interact with other leaners and instructors. An encouraging 2636 leaners visited and an
average of around 793 people viewed the lessons in the module.

Table 2.2: Module One: Effective Communication Skills for Engineers- 1 (Basic- LSRW & Non-Verbal
Skills)

S.No Title Views Clicks Visits Downloads

1 Introduction to Communication (LSRW 1037 359 1567 592
Skills)
2 Chain of Communication 902 244 1291 485
3 Elements of Human Communication 861 158 1146 462
4 Common Barriers to Effective 784 174 1079 435
Communication
5 Non- Verbal Communication: Body 756 162 1041 438
Language
6 Creativity and Negotiation in 758 142 1017 424
Communication
Average 849.666667 206.5 1190.16667 472.6666667
Figure 2.2: Module One: Effective Communication Skills for Engineers- 1 (Basic- LSRW & Non-
Verbal Skills)

Module One: Effective Communication Skills for Engineers- 1 (Basic- LSRW &
Non-Verbal Skills)
2000
1567
1291
Frequency

1500 1146
1037 1079 1041 1017
902 861
1000 784 756 758
592 485
359 462 435 438 424
500 244 158 174 162 142
0
Introduction to Chain of Elements of Common Barriers Non- Verbal Creativity and
Communication Communication Human to Effective Communication: Negotiation in
(LSRW Skills) Communication Communication Body Language Communication
Title

MODULE ONE Views MODULE ONE Clicks MODULE ONE Visits MODULE ONE Downloads

The learners’ interaction with the Module One: Effective Communication Skills for Engineers- 1
(Basic- LSRW & Non-Verbal Skills) is observed in Table 2.2. An average of around 850 viewed the
module with the highest viewed an downloaded lesson being lesson 1: Introduction to
Communication (LSRW Skills) with 1037 and 592 views and downloads respectively. The purpose of
this module was to introduce the learners to communication skills and different elements of
communication namely chains of communication, barriers in communication, body language and
creativity and negotiation in communication.

Table 2.3: Module Two: Effective Communication Skills for Engineers- 2 (Job Application, Oral
Presentation Skills)

S.No. Title Views Clicks Visits Downloads

1 Constituents of Job Application Letter 744 152 1011 421
2 Oral Presentation Skills 709 136 930 402
3 Signposting 687 86 875 394
4 The Content of Presentations 683 85 860 386
5 Factors Aiding Effective Presentation 641 105 835 393
6 Visual Aids for Oral Presentation 627 107 832 385
Average 681.8333 111.83333 890.5 396.83333
33 33 33
Figure 2.3: Module Two: Effective Communication Skills for Engineers- 2 (Job Application, Oral
Presentation Skills)

Module Two: Effective Communication Skills for Engineers- 2 (Job

Application, Oral Presentation Skills)
1200 1011 930 875 860 835 832
Frequency

1000 744 709

800 687 683 641 627
600 421 402 394 386 393 385
400 152 136 105 107
200 86 85
0
Constituents Oral Signposting The Content Factors Aiding Visual Aids for
of Job Presentation of Effective Oral
Application Skills Presentations Presentation Presentation
Letter
Title

MODULE TWO Views MODULE TWO Clicks

MODULE TWO Visits MODULE TWO Downloads

Table 2.3 show a slight decrease is leaners’ participation in Module Two: Effective Communication Skills for
Engineers- 2 (Job Application, Oral Presentation Skills) from Module One, with average views and downloads
being around 682 and 397 respectively. The module served the purpose of teaching the learners constituents of
job application letter and oral presentation skills including visual aids for oral presentation among other things.

Table 2.4: Module Three: Thinking Critically- 1

S.No. Title Views Clicks Visits Downloads

1 Introduction 650 134 859 395
2 Paradigms in Critical Thinking 611 140 814 398
3 Some more aspects of Critical thinking 585 118 766 385
4 Mind-Mapping : a way to do Critical thinking 584 110 758 394
5 Critical thinking in the field of Engineering 579 93 732 377
6 Critical Thinking in Engineering- Case studies 567 86 739 377
Average 596 113.5 778 387.66666
Figure 2.4: Module Three: Thinking Critically-1

Module Three: Thinking Critically- 1

1000 859 814 766 758 732 739
800 650
Frequency

611 585 584 579 567

600
395 398 385 394 377 377
400
134 140 118 110 93 86
200
0
Introduction Paradigms in Some more Mind-Mapping : Critical thinking Critical Thinking
Critical Thinking aspects of a way to do in the field of in Engineering-
Critical thinkiing Critical thinking Engineering Case studies
Title

Views Clicks Visits Downloads

Module Three: Thinking Critically-1 aimed at introducing the learners to paradigms of critical
thinking and its other aspects such as mind mapping which was by case studies. As addressed by
Table 2.4 this module saw a rise is Clicks with the average of 113.5 in comparison to Module Two’s
average clicks of around 112. With an average of 778 Visits to each lesson in Module Three: Thinking
Critically-1, the module was successful in attracting significant number of learners to the lessons.

Table 2.5: Module Four: Importance of Ethics in engineering profession- Introduction & Evolution

S.No. Title Views Clicks Visits Downloads

1 Introduction to Ethics 568 117 757 365
2 Ethics- Genesis and Theories 546 98 699 361
3 Ethics in Engineering 544 70 674 367
4 Codes of Ethics in Engineering- 535 71 657 362
International
5 Codes of Ethics in Engineering- 546 45 647 352
National
6 Moral/ Ethical Dilemmas & 517 75 643 348
Hierarchy of Moral Values
7 Factors affecting Moral 522 65 642 342
Responsibility & Degrees
of Responsibility
Average 539.714286 77.28571429 674.142857 356.714285
Figure 2.5: Module Four: Importance of Ethics in engineering profession- Introduction & Evolution

Module Four: Importance of Ethics in engineering profession- Introduction &

Evolution
800 757
699
700 674 657 647 643 642

600 568
546 544 535 546
517 522
500
Frequency

400 365 361 367 362 352 348 342

300

200
117
98
100 70 71 75 65
45

0
Introduction to Ethics- Genesis Ethics in Codes of Ethics Codes of Ethics Moral/ Ethical Factors affecting
Ethics and Theories Engineering in Engineering- in Engineering- Dilemmas Moral
International National & Responsibility
Hierarchy of & Degrees
Moral Values of Responsibility
Title

Views Clicks Visits Downloads

Table 2.5 depicts the engagement of learners with the lessons of Module Four: Importance of Ethics in
engineering profession- Introduction & Evolution. The average number of views and download spanning all
lessons was around 540 and 357 respectively. The lessons introduced the learners to the field of ethics in
engineering which included it genesis and theories, the codes of ethics in engineering, morals and responsibility
in the professional world.

Table 2.6: Module Five: Building Capabilities in Engineers- An introduction

S.No. Title Views Clicks Visits Downloads

1 Introduction 553 79 686 365
2 Importance of Leadership 553 60 663 362
3 Meaning of Leadership 547 50 647 360
4 Process and Functions of Leadership 543 51 635 363
5 Leadership Styles 522 71 638 356
6 Some Recent Developments 520 63 634 358
Average 539.6666 62.333333 650.5 360.66666
67 33 67
 Module Five: Building Leadership Capabilities in Engineers - An introduction
800 686 663
700 647 635 638 634
553 553 547 543 522 520
Frequency

600
500 365 362 360 363 358
356
400
300
200 79 60 71 63
50 51
100
0
Introduction Importance of Meaning of Process and Leadership Styles Some Recent
Leadership Leadership Functions of Developments
Leadership
Title

Views Clicks Visits Downloads

Figure 2.6: Module Five: Building Capabilities in Engineers- An introduction

Seeing an increase in downloads to around 361 as observed in Table 6, Module Five: Building
Capabilities in Engineers- An introduction attracted learners for lessons in leadership capabilities. As
in Module Four: Importance of Ethics in engineering profession- Introduction & Evolution, Module
Five had average of around 540 Views per lesson. It aimed at introducing the learners to importance,
meaning, process and functions of leadership, along with exposing them to different leadership
styles and some recent developments.

Table 2.7: Module Six: Effective Leadership- Models, Traits and Qualities

S.No. Title Views Clicks Visits Downloads

1 Introduction 544 68 664 361

2 What makes a person a leader? 543 72 656 365

3 Models and Theories of Leadership- 540 55 642 365

Universalist Theories
4 Models and Theories of Leadership- 523 57 630 359
Behavioural Theories
5 Models and Theories of Leadership- 527 53 616 361
Behavioural Theories (contd.)
6 Models and Theories of Leadership- 509 70 624 362
Contingency Approaches
Average 531 62.5 638.666667 362.1666667

Figure 2.7: Module Six: Effective Leadership- Models, Traits and Qualities
 Module Six: Effective Leadership - Models, Traits and Qualities
664 656 642 630 624
700 616
600 544 543 540 523 527 509
Frequency

500 361 365 365 359 361 362

400
300
200 68 72 70
55 57 53
100
0
Introduction What makes a Models and Models and Models and Models and
person a leader? Theories of Theories of Theories of Theories of
Leadership- Leadership- Leadership- Leadership-
Universalist Behavioural Behavioural Contingency
Theories Theories Theories (contd.) Approaches
Title

Views Clicks Visits Downloads

In Table 6 the learners interaction in Module Six: Effective Leadership- Models, Traits and Qualities
can be observed. It is shown that the average number of downloads has increased from the previous
module to around 362 per lesson. The module went into the depth of other leadership capability
aspect introducing the learners to the universalist theories, behavioural theories and contingency
approaches. The average number of views per lesson was 531 and around 639 learners on and
average visited the lessons.
Table 2.8: Weekly Forum Activity

Module No. From Date To Date Comments Topics Users

1 15-05-2018 21-05-2018 442 187 262
2 22-05-2018 28-05-2018 340 222 238
3 29-05-2018 04-06-2018 313 153 216
4 05-06-2018 11-06-2018 221 131 171
5 12-06-2018 18-06-2018 262 163 187
6 19-06-2018 25-06-2018 256 132 147
Average 305.6666667 164.6666667 203.5

Figure 2.8: Weekly Forum Activity

Weekly Forum Activity

500 442
450
400 340
313
Frequency

350
300 262 262 256
250 222238 216 221
187 171 187
200 153 163
131 132147
150
100
50
0
21-05-2018 28-05-2018 04-06-2018 11-06-2018 18-06-2018 25-06-2018
15-05-2018 22-05-2018 29-05-2018 05-06-2018 12-06-2018 19-06-2018
1 2 3 4 5 6
Week

Comments Topics Users

Table 2.8 gives us the learners’ weekly interaction on the forum. On an average around 306 comments were
made every week for their respective modules. The low numbers here in contrast to the high number of
registrations and attendance can be attributed to the fact that most online learners though attend the lectures
but do not participate, while being present.
 3. Content Evaluation

Table 3.1: Learners’ Evaluation

Module Pass Fail Pass Fail Total

Percentage Percentage Learners
1 93.38% 6.62% 875 62 937
2 95.76% 4.24% 880 39 919
3 84.15% 15.85% 685 129 814
4 90.86% 9.14% 646 65 711
5 87.37% 12.63% 588 85 673
6 80.58% 19.42% 581 140 721
Average 88.68% 11.32%

Figure 3.1: Learners’ Evaluation

Learners' Evaluation
150.00%
Percentage

93.38% 95.76% 90.86% 87.37%

100.00% 84.15% 80.58%

50.00% 19.42%
6.62% 15.85% 9.14% 12.63%
4.24%
0.00%
1 2 3 4 5 6
Module

Pass Percentage Fail Percentage

Table 3.1 indicates the percentage of learners who passed or failed the assessment of each module. An average
passing percentage of 88.68% for the course with the highest passing percentage of 95.76% for second module
indicates the achievement of the course in successfully training the learners in entrepreneurial and leadership
skills.
 Table 3.2: Marks Distributions

Module Percentage of <40 Percentage of 40-50 Percentage of 50-60 Percentage of 60-75 Percentage of 75-90 Percentage of >90 < 40 40-50 50-60 60-75 75-90 > 90 Total
1 6.62% 8.32% 5.44% 14.51% 20.92% 44.18% 62 78 51 136 196 414 937
2 4.24% 4.46% 4.35% 11.53% 28.84% 46.57% 39 41 40 106 265 428 919
3 15.85% 19.04% 16.95% 35.26% 12.53% 0.37% 129 155 138 287 102 3 814
4 9.14% 9.14% 4.64% 12.66% 31.79% 32.63% 65 65 33 90 226 232 711
5 12.63% 5.65% 1.49% 7.88% 18.87% 53.49% 85 38 10 53 127 360 673
6 19.42% 4.16% 2.08% 11.37% 15.53% 47.43% 140 30 15 82 112 342 721
Figure 3.2: Marks Distribution

As can be observed from Table 3.2, in almost all modules the majority of learners scored more than
90 marks in the evaluation, with the highest share of learners, around 53%, in the ‘greater than 90’
bracket in Module 5. It is seen that Module 3 has a lower share of students in the brackets of higher
marks, with only 0.37% of students scoring more than 90 in the final evaluation. This could be
attributed to the increasing level of difficulty in the particular module, which could also address the
falling number of learners attempting the evaluation in the following module, as it has been shown
in the table- while there were 814 learners who attempted the evaluation for the third module, the
number of learners fell in the fourth module to 711 and further to 673 in the fifth module.
 Cross Analysis

Now comparing all the previous data, it is observed that the learners’ participation is far less from
the total number of enrolment of 4314 learners’ from all over the world. The maximum number of
views was in Module One: Effective Communication Skills for Engineers- 1 (Basic- LSRW & Non-
Verbal Skills) and Lesson 1: Introduction to Communication (LSRW Skills) with 1037 views. This
indicates that a high volume of learners enrolled, though however did not follow through the course.
Module One also saw a relatively higher participation from the learners in comparison to the
following modules.

The fall in the number of learners’ participation in the subsequent course can also be contributed to
the fact that most learners might prefer not actively engaging with other learners while continuing
the course in virtual silence.

However, for the remaining learners who continued with the course, majority of them actively
participated on the forum by viewing and commenting on the lessons, as well as downloading them.
This resulted in a high percentage of learners’ passing with high marks.
 Level II
1. Demographic Data

Table 1.1 Week wise Enrolments for MOOC on Life Skills for Engineers Level 2

S.No. Week Unique Cumulative Unique Cumulative

Percentage Percentage
1 5/10/18 - 11/10/18 78 78 9.69 9.69
2 12/10/18 -18/10/18 96 174 11.93 21.61
3 19/10/18 - 25/20/18 39 213 4.84 26.46
4 26/10/18 - 1/11/18 99 312 12.30 38.76
5 2/11/18 - 8/11/18 139 451 17.27 56.02
6 9/11/18 - 15/11/18 190 641 23.60 79.63
7 16/11/18 -22/11/18 110 751 13.66 93.29
8 23/11/18 - 29/11/18 28 779 3.48 96.77
9 30/11/18 - 6/12/18 6 785 0.75 97.52
10 7/12/18 - 13/12/18 6 791 0.75 98.26
11 14/12/18 - 20/12/18 3 794 0.37 98.63
12 21/12/18 - 27/12/18 6 800 0.75 99.38
13 28/12/18 - 3/1/19 5 805 0.62 100

Table 1.1 depicts the weekly distribution of enrolments in the course- MOOC on Life Skills for Engineers Level 2.
The number of enrolments shows high in the week of 9th-15th November 2018 with an encouraging 190
enrolments, amounting to around 24% of total enrolments.

Figure 1.1 Week wise Enrolments for MOOC on Life Skills for Engineers Level 2

Week wise enrolments for MOOC on Life Skills for Engineers Level 2

100 96.77 97.52 98.26 98.63 99.38 100.00

93.29
90
79.63
80
70
60 56.02 Unique
50 Percentage
38.76
40
30 26.46
21.61 23.60 Cumulative
20 11.93 17.27 Percentage
9.69 12.30 13.66
10 9.69 4.84
3.48
0 0.75 0.75 0.37
0.75 0.62
1 2 3 4 5 6 7 8 9 10 11 12 13
Table 1.2 State wise Enrolments for MOOC on Life Skills for Engineers Level 2

State No. of Learners Percentage

Andhra Pradesh (undivided) 279 23.00
Arunachal Pradesh 1 0.08
Assam 9 0.74
Bihar 21 1.73
Chhatisgarh 8 0.66
Delhi 42 3.46
Goa 0 0.00
Gujarat 17 1.40
Haryana 38 3.13
Himachal Pradesh 3 0.25
jammu & Kashmir 29 2.39
Jharkhand 5 0.41
Karnataka 52 4.29
Kerela 17 1.40
Madhya Pradesh 22 1.81
Maharashtra 154 12.70
Manipur 0 0.00
Meghalaya 1 0.08
Mizoram 0 0.00
Nagaland 0 0.00
Odisha 33 2.72
Punjab 4 0.33
Rajasthan 29 2.39
Sikkim 0 0.00
Tamil Nadu 54 4.45
Tripura 1 0.08
Uttar Pradesh 107 8.82
Uttrakhand 0 0.00
West Bengal 12 0.99
 Figure 1.2 State wise Enrolments for MOOC on Life Skills for Engineers Level 2

25 23.00 Percentage of Students State-wise

Percentage of Students State-wise

20

15
12.70

10 8.82

4.29 4.45
5 3.46 3.13
2.39 2.72 2.39
1.73 1.40 1.40 1.81 0.99
0.08 0.74 0.66 0.00 0.25 0.41 0.00 0.08 0.000.00 0.33 0.00 0.08 0.00
0

Table 1.2 shows the number of enrolments for the course from each state in India. It can be observed that
while the enrolments span the entire country, maximum number of participants came from Andhra Pradesh
(undivided), Maharashtra, and Uttar Pradesh with around (approximately) 23%, 13% and 9% enrolments
respectively. The number of enrolments from each state ranged from 1 in Arunachal Pradesh, Meghalaya and
Tripura to 297 in Andhra Pradesh (Undivided). Though there were some states with zero numbers of enrolment
like Goa, Manipur, Mizoram, Nagaland, Sikkim and Uttrakhand. This high difference could be attributed to a
lack of outreach in certain states about the course or difficult access to resources such as computers and/or
internet in a few regions.
Table 1.3 Country wise Enrolments for MOOC on Life Skills for Engineers Level 2

Country No. of Learners Percentage

Afghanistan 2 0.16
Algeria 1 0.08
Bangladesh 47 3.68
Chile 1 0.08
Ethiopia 1 0.08
India 1213 94.99
Iraq 1 0.08
Jordon 1 0.08
Nepal 1 0.08
Philippines 1 0.08
Solomon Is 1 0.08
Sri Lanka 1 0.08
Tanzania 1 0.08
UAE 1 0.08
UK 1 0.08
USA 2 0.16
Yemen 1 0.08
TOTAL 1277 100

Figure 1.3 Country wise Enrolments for MOOC on Life Skills for Engineers Level 2

Percentage of Students Countrytwise

94.99
100
90
80
70
60
50
40
30
20
10 0.16 0.08 3.68 0.08 0.08 0.08 0.08 0.08 0.08 0.08 0.08 0.08 0.08 0.08 0.16 0.08
0

Percentage of Students Countrytwise

Country-wise participation is given by Table 1.3, where it can be seen that approximately 95%
enrolments were from India. The second highest enrolments were from Bangladesh of around 4% of
total enrolments, followed by approximately 2% of total enrolments from USA and Afghanistan.
Table 1.4 Gender wise Enrolments for MOOC on Life Skills for Engineers Level 2

Gender No. of Learners Percentage

Male 884 63.73
Female 503 36.27
TOTAL 1387
Table 1.4 indicates that almost 64% of participants who enrolled were male and approximately 36%
were female.

Table 1.5 Age-group wise Enrolments for MOOC on Life Skills for Engineers Level 2

Percentage of Students Gender-wise

100 63.73
36.27
50

0
Male Female

Percentage of Students Gender-wise

Age Group No. of Learners Percentage

Less than 16 2 0.14
16-20 291 20.98
21-25 315 22.71
26-30 191 13.77
31-35 213 15.36
36-40 160 11.54
41-45 115 8.29
46-50 55 3.97
Greater than 50 45 3.24
TOTAL 1387
Figure 1.5 Age-group wise Enrolments for MOOC on Life Skills for Engineers Level 2

Percentage of Students Age-wise

25 22.71
20.98
20
15.36
15 13.77
11.54
10 8.29 Percentage of…
3.97 3.24
5
0.14
0
Less 16-20 21-25 26-30 31-35 36-40 41-45 46-50 Greater
than 16 than 50

Table 1.5 shows the learners’ age distribution. It indicates that the highest number of learners belong to the
age-group of 16-20 years and 21-25 years constituting around 23% and 21% respectively of total enrolments. It
is also observed that there is extensive enrolments from other age-groups as well.

Table 1.6 Qualification wise Enrolments for MOOC on Life Skills for Engineers Level 2

Qualification No. of Learners Percentage

High School 34 2.91
Pre-University 60 5.13
Under-graduate 451 38.55
Post-Graduate 599 51.20
Others 22 1.88
Not Disclosed 4 0.34
Total 1170
Figure 1.6 Qualification wise Enrolments for MOOC on Life Skills for Engineers Level 2

Percentage of Students Qualification-wise

60 51.20
Percentage of Students
50 38.55 Qualification-wise
40
30
20
2.91 5.13 1.88
10 0.34
0

Table 1.6 shows the qualification distribution of the total enrolments. The table indicates that the highest
number of learners belong to the undergraduate and postgraduate levels who made up around 39% and 51%
respectively of all enrolments. This is indicative of the fact that this course has hit the right mark and has
attracted the youth, that is, the upcoming professionals and the leaders of tomorrow, which is a significant
conclusion.

Figure 1.6 Qualification wise Enrolments for MOOC on Life Skills for Engineers Level 2

70 Percentage of Students Affiliation-wise

58.69
60
50
40 37.20

30
Percentage
20 of Students
10 Affiliation-
1.23 1.23 1.66 wise
0
Academic Community For-profit Not-for-profit Individual
Organisation organisation Organozation
Table 1.7 Affiliation wise Enrolments for MOOC on Life Skills for Engineers Level 2

Affiliation No. of Learners Percentage

Academic 814 58.69
Community Organisation 17 1.23
For-profit organisation 17 1.23
Not-for-profit Organozation 23 1.66
Individual 516 37.20
Total 1387

Table 1.7 shows the distribution of the total enrolments based on the institutional affiliation of the learners. It
can be clearly seen here that majority of the learners are students, approximately 59% of the total enrolment. A
large number of working individuals also took up the course, around 37%, which shows that these soft skills are
not only important to the students- leaders of the future, but also to mid-career professionals.

3. Content Evaluation
Table 3.1 Learner’s Evaluation

Module Pass Fail Total Pass Fail Percentage

Learners Percentage
Module 1 631 20 651 96.93 3.07
Module 2 547 22 569 96.13 3.87
Module 3 525 49 574 91.46 8.54
Module 4 506 36 542 93.36 6.64
Module 5 528 9 537 98.32 1.68
Module 6 489 28 517 94.58 5.42
Average 95.13 4.87
 Figure 3.1 Learner’s Evaluation

Learner's Evaluation
120
96.93 96.13 98.32 94.58
100 91.46 93.36

80

60
Pass Percentage
40
Fail Percentage
20 8.54
3.07 3.87 6.64 5.42
1.68
0
Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Table 3.1 indicates the percentage of learners who passed or failed the assessment of each module. An average
passing percentage of 95% for the course with the highest passing percentage of 98% for fifth module indicates
the achievement of the course in successfully training the learners in engineering ethics. The table also
indicates that very few people failed the course, with the average failing percentage of 5% and having the
range of 2-9% across modules. This implies that the course was well structured for the learners and they were
able to fully understand and achieve their learning goals.

Table 3.2 Marks Distribution

Less 40- 50- 60- 75- More Total Perce Perc Percent Perce Percent Percen
Than 50 60 75 90 Than ntage enta age 50- ntage age 75- tage
Module 40 90 Less ge 60 60-75 90 More
Than 40- Than
40 50 90
Module 1 20 15 21 68 134 393 651 3.07 2.30 3.23 10.45 20.58 60.37

Module 2 22 17 14 41 93 382 569 3.87 2.99 2.46 7.21 16.34 67.14

Module 3 49 62 75 285 101 2 574 8.54 10.8 13.07 49.65 17.60 0.35
0

Module 4 36 43 40 200 218 5 542 6.64 7.93 7.38 36.90 40.22 0.92

Module 5 9 7 8 28 160 325 537 1.68 1.30 1.49 5.21 29.80 60.52

Module 6 28 19 3 32 111 324 517 5.42 3.68 0.58 6.19 21.47 62.67
Figure 3.2 Marks Distribution

Marks Distribution
Percentage <40 Percentage 40-50 Percentage 50-60
80

70 67.14
62.67
60.37 60.52
60
49.65
50
40.22
40 36.90
29.80
30
20.58 21.47
20 16.34 17.60
13.07
10.45 10.80
7.21 8.54 7.937.38
10 6.64 5.21 5.42 6.19
3.07 3.23
2.30 3.87
2.99
2.46 1.49 3.68
0.35 0.92 1.68 1.30 0.58
0
Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

As can be observed from Table 3.2, in almost all modules the majority of learners scored more than
90 marks in the evaluation, with the highest share of learners, around 67%, in the ‘greater than 90’
bracket in Module 2. It is seen that Module 3 and 4 have a lower share of students in the brackets of
higher marks, with only 0.35% and 0.92% of students scoring more than 90 in the final evaluation
respectively. This could be attributed to the increasing level of difficulty in the particular module,
which could also address the falling number of learners attempting the evaluation in the following
module, as it has been shown in the table- while there were 574 learners who attempted the
evaluation for the third module, the number of learners fell in the fourth module to 542 and further
to 537 in the fifth module.
Chapter Five: Recommendations
References

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India), retrieved online from https://www.nexteducation.in/assets/m-
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22.7.2018

3. Imran, S. M. (2012), Trends and Issues of E-learning in LIS-Education in India: A Pragmatic

Perspective, Brazilian Journal of Information Science, Vol. 6, No. 2, Jul./Dec. 2012, 26-45,
retrieved online from https://dialnet.unirioja.es/descarga/articulo/4329720/2.pdf on
25.7.2018

4. Javadekar, P. (2017), Education Must Promote the Spirit of Entrepreneurship, University

News: A weekly Journal of Higher Education, Vol. 55, No. 40, October 02-08, 2017, 19-21

5. India Skills Report 2018, UNDP India, retrieved online from

http://www.in.undp.org/content/india/en/home/library/poverty/india-skills-report-
2018.html on 27.7.2018
Appendix