Massive Open Online Courses (MOOCs) have become one of the highly accepted sources of online teaching and learning these days. Even though MOOCs have gotten wider popularity, its efficacy in teaching and learning is an ongoing topic of discussion. The narrative review in this paper provided the detailed insights of the effectiveness and the limitations of the MOOCs in the academic literature. The present research performs qualitative data analysis using Grounded Theory method (interpretative approach) to find out the effectiveness of MOOCs in teaching and learning involving university teachers handling MOOCs modules and students learning them in a longitudinal study of two successive academic years. The research identifies the benefits, drawbacks, and ideas and recommendations for enhancing MOOC-based teaching and learning.
Srinivasavarathan et al. (Mon,) studied this question.