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Lifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) provide myriad opportunities to the people by introducing them to a global form of learning. Against this background, the introduction of MOOCs in India for providing lifelong learning opportunities might work in a big way. However, to what extent, can MOOCs promote the idea of lifelong learning in a vast country like India needs to be discussed in greater detail.

While writing the paper, descriptive research methodology has been used. The sources such as Report of Census 2011, Human Development Report 2016, 2018, Economic Survey 2016 are also consulted. Analysis has been done based on the data extracted from the secondary source of information.

The literature review made in the paper implies that the educational institutes across India may adopt some of the good national and international practices for transforming the society and produce some need-based MOOCs under the SWAYAM platform with regard to providing opportunities of lifelong learning. Thus, the courses run through SWAYAM should help in achieving the three cardinal principles of the Indian Education – access, equity and quality. However, there are many challenges to be met while the adoption and development of MOOCs for the purpose of lifelong learning in India are taken into consideration. The current modes and popularity of digitally offered education in India thus need to be justified.

The discussions made in the paper are limited to a reference to the Indian MOOCs particularly under SWAYAM, and it is a general study only.

It is important to note that a new kind of transformation is currently being initiated across the world by encouraging more and more online interventions in the field of education. In fact, various studies are also being conducted on the implementation of online courses across the world, particularly in the developed countries where more than 70% education is delivered online. However, in a country like India, the practical utility or the implementation of the online courses such as MOOCs is not so popular even at present, and it is only limited to a small section of the society. The University Grants Commission (UGC) with a view to promoting CBCS as well as Credit Transfer made 20% course delivery through MOOCs mandatory in Indian higher education. However, the CBCS system itself has several loopholes considered in the Indian context, as it was launched without sufficient ground work, and no one seems to have a clear idea of its implementation method. The UGC's move was to introduce a system of education that would help in bringing parity of Indian higher education with Western or European higher education systems. This paper shall try to imply how the Indian MOOCs should be used in providing lifelong learning opportunities to the people of the country.

This paper refers to a new social constructivism initiated through MOOCs, where a learner can directly interact with the people in the community, share their own ideas and thoughts and collectively undertake new researches. This is sure to transform the Indian society in the days to come, although a study on the usefulness of the existing MOOCs is of utmost necessity

This paper reiterates the necessity of a detailed study of the available MOOCs in India based on the findings of the common problems and challenges of MOOCs development and implementations that need to be resolved first. Then the paper provides an analysis of this situation so that one could develop or adopt a MOOC in order to meet one's need of lifelong learning in a country like India.

In distance education, massive open online courses (MOOCs) are recent innovative approaches, which strive to provide learning content to all the participants without any demographic-related barriers. The purpose of this research is to analyse and evaluate the popularity of two MOOCs platforms, Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM) and Coursera, on an android app by pursuing the paradigm of mobile analytics and deep learning.

The analytics are performed by using the Web application AppFollow (AppFollow.io), which captured, monitored, measured and analysed the app review results.

The findings of the paper suggest MOOCs designers should consider sentiment analysis to check and evaluate users’ ratings and feedback to improvise its design.

The findings of the study will provide the necessary inputs and feedbacks to the app developers to understand the users’ problems, users’ perspectives and users’ requirement in a scientific and precise way. By removing the bugs and incorporating the value-added features, the MOOC platforms will become more productive and beneficial in terms of knowledge sharing, skill development and capacity building.

This research is novel in getting an insight into the behaviour of users towards usage of SWAYAM and Coursera apps on Android platforms through the AppFollow software and provides valuable results for the app developers in monitoring the feedbacks to enhancing the features for the satisfaction of users. The present analysis is expected to provide a benchmark for future research in this domain.

This study was inspired by the emergence of Massive Open Online Courses (henceforth MOOCs) as an e-learning trend of recent times, attracting huge enrollment across the globe. Studies revealed that MOOCs had been getting extensive attention by educational circles in India, but whether its acceptability is limited only among learning communities of country’s top-notch universities like Indian Institute of Science (IISc), Indian Institute of Technology (IITs), Indian Institute of Management (IIMs), and among Central Universities; or it has attracted equally the learners of State Universities spreading across every nook and corner of this huge country is yet to be studied. These State Universities virtually uphold the country’s higher education sector by catering learning ambitions of largest number of students. The present study investigated the penetration of MOOCs among students and teachers of State Universities in India.

A qualitative survey was conducted taking 10 reputed State Universities and 480 respondents (400 were students, and 80 were teachers) as samples. Semi-structured in-depth interviews were also conducted among 25 respondent students and teachers. Descriptive statistics, such as frequency and percentages, as well as inferential statistics, such as Likert scale and analysis of variance, were employed in analyzing the study.

The findings revealed that MOOCs have been successful in meeting the learning goals of the learners and teachers of these State Universities complementing their traditional learning environment at universities and by providing them a constant scope for re-skill and up-skill; still, participation in MOOCs is low, especially among females due to lack of awareness, inadequate infrastructure, and resultant poor completion rate.

The current study is going to be helpful to the Indian policy makers and all concerned in creating a healthy atmosphere for making MOOCs accessible to students and thereby leveraging its potential to increase the quality of higher education across country as it exhibits a clear picture of the current state of its penetration, problems and possibilities among teachers and students of State Universities that conforms the largest section of Indian intelligentsia. The findings can be used to compare perceptions of students' and teachers' from other developing countries also.

This study is the reporting of an original survey conducted in India and the write up is based on the analysis and findings of the survey results.

During any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations.

The academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage.

Blended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come.

The discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent.

This study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India.

Through this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise.

It is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.

In a quest to meet increasing pressure to incorporate environmental and sustainability factors due to the legislations and growing public awareness, companies are rethinking of strategizing their supply chain network to take control of the reverse flow of products as well. This growing interest has also led to tremendous growth in publications occurring in several reputed journals in the last few years. In this context, the purpose of this article is to perform a systematic literature survey of recent and state-of-the-art papers in order to draw insights and highlight the future directions.

This paper has selected and reviewed 204 papers published from the year 2002–2017. The papers were collected from the web of science and Google scholar database which have the DOI number. The selected papers were then categorized into main five core areas of RSC management namely reverse supply chain (RSC), Reverse Logistics (RL), Remanufacturing, Closed-Loop Supply Chain (CLSC) and Product Recovery Systems (PRS) and then analyzed with great detail. Finally, the research gaps that were identified from the study have been highlighted for future research opportunities.

This paper would serve as a roadmap to the managers who wish to align their forward and reverse supply chains for overall growth and development. It provides an in-depth knowledge on RSC to the researchers working in this domain. The scholars would be able to identify the areas of RSC which have been already addressed and the areas which remain unaddressed.

This paper presents a systematic literature survey of state-of-the-art papers that was published in the reputed journal in the area of RSC. Total 204 numbers of papers which were published in the reputed journals between 2002 and 2017 are reviewed, categorized and analysed to draw the opportunities and future research direction in the area of RSC.

Enterprises face the wrath of the government for taking part in environmental conservation and adoption of sustainable initiatives along with customer demands. Therefore, enterprises are forced to adopt sustainable supply chain practices (SSCPs), which leads to competitive advantage. Now, sustainable supply chain management (SSCM) is a management process that promotes the adoption of eco-friendly activities in conventional supply chains (SCs). Enterprises in India are under tremendous pressure to include SSCPs into their conventional SCs. The goal of this paper is to evaluate the barriers for the implementation of SSCPs into Indian Micro, Small and Medium Enterprises (MSMEs).

This study aims to identify critical barriers for adoption of SSCPs in the textile MSME SCs located in Eastern India, Odisha with the help of interpretive structural modeling (ISM).

The paper develops a framework for the evaluation of barriers to the adoption of SSCP in the textile SC. This paper also provides appropriate suggestive measures to deal with the barriers and overcome the same to attain a sustainable textile SC.

Opportunities exist for extension of this research on wider geographical area. In addition to this, some other quantitative modeling approaches can be applied, like analytical hierarchy process, to prioritize the barriers.

The framework offers help to SC managers in their decision-making process by enabling them to analyze the barriers and ways to overcome them.

The paper deals with a particular geographical area where such kinds of studies are rare. The proposed framework provides a foundation for further research.

The Indian micro small and medium scale enterprises (MSMEs) are potential suppliers to the original equipment manufacturers (OEM). The implementation of sustainable supply chain practices (SSCPs) enhances the chances of developing a long-term partnership with these OEMs.

A hybrid framework of analytical network process (ANP) and fuzzy logic (FL) is developed for implementing SSCPs in Indian MSMEs. This model has been validated through a case study.

The study has identified several critical success factors (CSFs) for the implementation of SSCPs in MSMEs. This study has observed that Government regulation is the most important CSF for the implementation of SSCP in Indian MSMEs followed by management support and policy framework.

The article presents a mechanism, i.e. an adaptability test that enables the OEM decision-makers to assess the suitability of an MSME for a long-term partnership.

As online teaching/learning is a new phenomenon with reference to regular degree programs in institutions of higher education in India (the situation having being thrust upon both students and faculty due to COVID-19 pandemic), an exploratory-descriptive study was carried out to find out how public university students in India perceive online teaching/learning (OTL) during the present pandemic, the methods of OTL being used by faculty and the challenges being faced by the students.

Online interviews with 40 students of three public universities in Delhi/NCR were conducted using open-ended and close-ended questions. The questionnaire was emailed to 82 university students of Commerce and Management specialisation out of which 40 responded. We analysed each participants interview responses using content analysis technique and categorised the themes/factors that emerged under suitable headings using the coding method. The frequencies of the occurrence of the themes/factors were thus determined and documented, and percentages were calculated. The questionnaire also had Likert-scale questions as they are useful to measure latent constructs.

Inadequate bandwidth and poor network connectivity were found to be major hindrances during OT/L. The other challenges were unsuitable home environment for attending online classes, feeling of isolation and demotivation due to lack of face-to-face interaction and excessive screen-time causing fatigue. Active online methods such as live lectures by faculty and article/case study/discussions facilitated live by faculty were most preferred while the passive method of learning such as online certification courses through education portals such as Swayam/ Coursera/Udemy, etc were least preferred. The level of satisfaction from student–faculty interaction was more than that from student–student interaction.

The study covered three public universities in India and the sample size was small because of limitations created by COVID-19 pandemic situation as campuses were closed and it was not possible to meet students personally to get responses.

Universities should provide data cards or access to university computer labs to those students who are from economically weaker sections of society so that online teaching may be effective. This will also help students who live in very small houses and do not have a quiet corner to study online. Other solution would be to reduce online teaching duration. This issue needs the attention of educational institution leaders as most universities have scheduled classes from morning till evening, as it was during real classroom teaching. Eight hours of online classes every day may not be feasible when Internet access is a critical problem. Teachers should encourage interaction between students so that the feeling of isolation may be reduced and students may be motivated to learn and take more interest in virtual classes.

50% of the Indian population does not have access to the Internet, while a large section that does have, cannot afford the cost of high-speed data that is needed for long-duration online classes spanning over months. Those who can afford it, do not have the privacy to engage effectively in classes on video conferencing portals. Both students and teachers suffer due to poor audio and video quality caused by poor infrastructure. COVID-19 has brought to focus, the severe inequality in some societies. Societies need to take serious cognizance of this issue and take appropriate measures.

This study is very unique as the radical change from real classroom to online teaching in Indian public universities is a very unique phenomenon. The disruption was forced due to the ongoing COVID-19 pandemic and students along with their teachers learned the process “on-the-job”. As the issues and challenges faced by students were unexplored, this study aims to contribute knowledge to this existing research gap.

The business enterprises are increasingly focusing on buying and supplying of products and services in a manner to reduce the adverse impacts on the environment, society, and economy. In view of the above, the concept of sustainable supply chain management (SSCM) has received attention of the industry and academia due to its importance on environmental, social and corporate responsibility through economic performance. The paper aims to discuss these issues.

The structured literature review attempts to map the various theories in the SSCM literature from the perspectives of economic performance, environmental dimensions, and social values and ethics.

As supply management is vital for enhancing organizational competitiveness, the present work attempts to investigate the theoretical perspectives in SSCM to develop an understanding of the current research activities and future potentials.

This work aims to gain a number of valid insights for the practitioners and the researchers. It also focuses on the perspectives of governance mechanisms for successful implementation SSCM practices in the business enterprises.

As the theory building initiatives with implications on the conceptualization of SSCM is limited in literature, this work has also been able to identify the trends and relevant research gaps to define the potential areas for future research.

The study examines the effect of human and social capital-supporting human resource (HR) practices and structural capital-supporting culture on innovativeness and the mediating role of knowledge management (KM) processes in the knowledge-intensive Indian IT sector.

Using a quantitative approach, the authors collected data from 387 employees in 30 IT organizations via a questionnaire survey. The authors analyzed data using structural equational modeling using AMOS 26.

The results indicate complete mediation of KM processes between human capital-HR (HCHRP), social capital HR (SCHRP), bureaucratic culture (BOC) space and innovativeness. KM processes partially mediated the effect of innovative-competitive culture (IOC) on innovativeness. KM processes have a robust predictive capacity for innovativeness, suggesting that human capital-supporting HR and innovative-competitive culture significantly contribute to KM Processes and innovativeness, respectively.

This study provides practical insights to HR and knowledge managers to leverage their HR practices and organizational culture for improving innovation performance in KISO.

The paper adds to the intellectual capital and KM literature by exploring the mediating role of the KM process in the underlying mechanism suggesting that intellectual capital can enhance HR and culture, leveraging a firm's knowledge resources for innovativeness. It fills a research gap by providing original evidence based on primary data collected from India's IT sector.