ABSTRACT
How can MOOCs reach learners in areas where Internet bandwidth is limited? How can teachers in developing countries, with minimal familiarity with online learning, participate in design and delivery of MOOCs? In their chapter, Venkataraman and Prabhakar explore these concerns and show that the way forward is through learning delivery innovations. They present a case study involving MOOCs in food and agriculture in India. As a sector that is among the least influenced by online learning, there is much potential for MOOCs in agriculture. Most students and faculty in agricultural universities in the developing world live and work in situations of inadequate bandwidth. In response, the authors present their results and insights from experiences with 16 MOOCs in agriculture. Their findings reveal that innovative deployment of messaging systems and opportunities to access content offline can increase engagement in the learning process.
