Effectiveness of online certificate courses offered by KAU center for e- learning

Abstract

The advent of online education has revolutionized global access to specialized courses particularly through online certificate programmes and Massive Open Online Courses (MOOCs). The study was conducted among the participants of selected online certificate courses and MOOC courses offered by Kerala Agricultural University Centre for e-learning. Three online certificate courses, organic agriculture management, plant propagation and nursery management and post-harvest management and two MOOC courses, biological pest and disease management and mushroom cultivation were selected. The study aimed to evaluate the perceived effectiveness of online certificate courses offered by the Centre for e-learning, Kerala Agricultural University. It further examined the factors influencing the enrolment and challenges faced by the participants. The study also proposed a suitable model to strengthen the courses. Specific statistical tools, such as Kruskal-Wallis test, Mann-Whitney U test, Kendall's coefficient of concordance, Factor analysis and Garrett’s ranking were employed. The study revealed positive outcomes in participant experiences across these courses. From high satisfaction scores to impacts on professional development, positive behavioural shifts and notable learning achievements, the courses stand out as transformative. Regarding the overall effectiveness, Kruskal Wallis test revealed that there were no significant differences among the three selected online certificate courses. However slight variations were observed with respect to coverage of diverse techniques, introduction of latest concepts and exposing entrepreneurship opportunities. The Mann-Whitney U test analysed the independence of observations in two MOOCs, Biological Pest and Disease Management and Mushroom Cultivation. Despite subtle differences in mean scores, the test indicated no significant distinction between the courses, showcasing the challenges of comparing virtual, contact-free learning experiences. Kendall's coefficient of concordance delved into participant’s agreement on the effectiveness of courses on specific domains. Weak to moderate agreement underscores varying perceptions, highlighting the diverse impact of courses in organic agriculture, post-harvest management, and plant propagation and nursery management. Factor analysis explored the perceived impact of online education, highlighting three significant factors, financial well-being, social and community impact and personal development and communication. These factors have contributed to a cumulative variance of 72.29 %, emphasizing multifaceted benefits. Kendall's coefficient of concordance was also applied to analyse the factors influencing enrolment in courses. Moderate agreement showed consistent prioritization of skill development, convenience, affordability, personal interest and capacity building indicating diverse participant motivations. Challenges faced by respondents for pursuing online courses were assessed using Garrett's ranking. Technical difficulties, reduced interaction, work commitments and economic challenges emerged as common concerns. The study suggested improvements and recommended the "Online Pinnacle" model, addressing communication, financial literacy, scheduling, outreach, and instructional content to elevate the quality of online education. The "Online Pinnacle" model is suggested to promote the quality and effectiveness of the courses. Key components include the facilitation of increased communication channels through online platforms and live sessions, promoting collaboration among participants. The model emphasizes the incorporation of financial management sessions by integrating an additional module with relevant case studies for practical insights. A flexible contact class schedule is also proposed to minimize disruption and cater to learners' convenience. Expanded outreach and advertisements, featuring a comprehensive marketing strategy is advised to boost course awareness. The inclusion of KAU multi-centre facilities provides more options in arranging contact classes at various centres in the state. Multi coloured illustrative self-instructional materials are recommended for enhanced engagement, while the addition of sufficient number of practical videos which align with course objectives can enrich the learning experience. Overall, the model strives for excellence in online education through stimulating learning experience by addressing the important elements.