ShodhPatra: International Journal of Science and Humanities

Growth, Emergence and Assessing Quality of Open Online Courses in Higher Education with Special Reference to “SWAYAM”

: The proliferation (a rapid and sudden increase, spread, or multiplication) of Massive Open Online Courses (MOOCs) has fundamentally disrupted the conventional architecture of higher education across the globe. India's SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) platform, launched in 2017 under the aegis of the Ministry of Education, Government of India, represents one of the most ambitious state-led digital learning initiatives in the developing world. This paper undertakes a comprehensive analytical and evaluative inquiry into three interrelated dimensions: (i) the quantitative growth trajectory of SWAYAM since its inception, (ii) its emergence as a legitimate pedagogical instrument within the formal higher education ecosystem, and (iii) a systematic quality assessment of courses hosted on the platform using established theoretical frameworks—specifically the Quality Matters (QM) framework and the European Quality Reference Framework for MOOCs (EQRiM). Drawing upon secondary data, policy documents, and a critical synthesis of extant literature, the study reveals that while SWAYAM has achieved remarkable scale in enrolment and course diversity, significant gaps persist in learner retention, instructional interactivity, and robust quality assurance mechanisms. The paper concludes with policy implications aligned with the National Education Policy (NEP) 2020, advocating for a structured quality assurance architecture that balances scale with pedagogical depth. The findings are intended to inform educators, policymakers, and curriculum designers engaged in the digital transformation of higher education in India and analogous developing nation contexts.