Navigating the digital classroom: a qualitative content analysis of MOOC discourses in Indian e-newspapers
| Date | 19 November 2024 |
| Pages | 494-516 |
| DOI | https://doi.org/10.1108/JICES-03-2023-0027 |
| Published date | 19 November 2024 |
| Author | Rahul Rajan Lexman,Gopinath Krishnan,Rupashree Baral,Shameem Cina Thomas |
Navigating the digital classroom: a
qualitative content analysis of MOOC
discourses in Indian e-newspapers
Rahul Rajan Lexman
Rajagiri Business School, Cochin, India
Gopinath Krishnan
Indian Institute of Management Tiruchirappalli, Tiruchirappalli, India
Rupashree Baral
Department of Management Studies, Indian Institute of Technology Madras,
Chennai, India, and
Shameem Cina Thomas
SAM Corporate, Dubai, United Arab Emirates
Abstract
Purpose –This paper aims to explore and unravelthe contents portrayed in online news discourses on
massive open online courses (MOOCs).Considering sociological dimensions and journalistic strategies,this
study examineshow online news media reflects, shapes and informs narratives about the social acceptanceand
use of the MOOC model of learning.
Design/methodology/approach –Using the Gioia methodology as the overarchingframework, this study
adopted a two-staged qualitative content analysis of 1,162 online news items from the websites of the top
seven online English newspapersof India, published between May 2012 and September2023. In subsequent
semi-structured interviews with subject matter experts, broad themes were identified. In addition, this study
integrated VanDijk’s ideological square model with media content theories to comprehensively analyze the
intricatecomplexities in media depictions of MOOCs.
Findings –While manifest contentanalysis revealed the emergence of 25 categories, latentcontent analysis
unveiled six broad themes: “announcements, user stages, characteristics, benefits, changing facets, and
educational inequalities,”which are associated with the MOOC model. Application of Van Dijk’s model
evidencedthe usage ofa positive self-representation strategy by Indianonline news media until mid-2020. The
application of media content theories underscored the predominant usage of reframing as a journalistic
strategy to maintain readerinterest in MOOC-related content in online news items, emphasizing the dynamic
nature of media portrayalsof social phenomena such as MOOCs.
Practical implications –The depth of MOOC-related coverage and the increasing number of news
articles discussing MOOCs in Indian online media signify a growing acceptance of this educational
innovation in society. Insights from emergent themes can aid administrators and platforms to
effectively design and deliver future courses. In addition, understanding these themes can guide the
development of media strategies to address contextual issues such as educational inequalities arising
from MOOCs. This study also focuses on the necessity of upholding journalistic ethics in content
dissemination.
Availability of data and material: Data set available online.
JICES
22,4
494
Received 1 March 2023
Revised17 November 2023
2 June 2024
18 September 2024
Accepted 1 October 2024
Journalof Information,
Communicationand Ethics in
Society
Vol.22 No. 4, 2024
pp. 494-516
© Emerald Publishing Limited
1477-996X
DOI 10.1108/JICES-03-2023-0027
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/1477-996X.htm
Originality/value –This study provides a comprehensive synthesis of various themes and journalistic
strategies adopted by online news mediaover the last decade in MOOC-based narratives in India. Given the
distinctive Indian context, whereinMOOCs are growing rapidly amid widening digital inequalities, this
research addresses calls within information systems literature to explore this phenomenon. It pioneers the
integration of communicationand mass media theories to analyze the complex sociologicaldynamics in news
discourses on MOOCs, offering a novel perspective on the intersection of media representation and
educationalinnovation.
Keywords MOOCs, Media ethics, Gioia, Latent content analysis
Paper type Research paper
1. Introduction
Today, technology is an integral aspect of all human activities and has been seamlessly
woven into every possible sphere (Khanra et al., 2021), with education being no exception.
While significant advancements in educational technology (EdTech) occurred worldwide
over the past decade, massive open online courses (MOOCs) attracted the most significant
public interest, sparking extensivediscussions in both academic and non-academic
conversations in mainstream media (Virani et al., 2023). While MOOCs were introduced in
2008, it was with the launch of “Coursera”in 2012 that they garnered significant attention
from academic and research communities globally (Lexman et al.,2020). The article by
Pappano (2012), published in the “New York Times,”labeled 2012 as, “the year of the
MOOCs,”and subsequent reportsin mainstream print media cemented the term “MOOC”as
one of the most popular buzzwords in the domain of EdTech. According to Longstaff(2017,
p. 655), the ideology behind the creation of a MOOC was “to provide opportunitiesto learn
for anyone and everyone who had access to the internet and a desire to learn by becoming
part of the MOOC community.”Over the last decade, MOOCs have revolutionized the
educational landscape, providing educators with the means to reach wider audiences and
granting students the flexibility to learn at their own pace and schedule, in contrast to the
constraints of traditional classroom environments (Wang et al., 2023). As of 2021, over
220 million students enrolled in MOOCs offered by over 950 universities and over
20 thousand courses in multiple domains(Shah, 2021). The increased interest in the MOOC
phenomenon reflects society’s aim to democratizeand diversify education.
The emergence of the internet and the rise of digital platforms have drastically changed
how people worldwide access information and news of technological advancements.
Extensive research has been conducted since the early 2000s to understand this shift, and
scholars have also questioned as to how the increase in online news would affect media
consumption patterns among users (Mukerjee, 2024). As with any other phenomenon,
literature underscores the considerable influence of online news media in shaping societal
perceptions of the e-learning landscapesince its inception. Liyanagunawardena et al. (2013)
suggest that mainstream news media discussions and debates have been crucial for gaining
insights into MOOCs. A recent reportbyShah (2021) suggeststhat the COVID-19 pandemic
has accelerated the growth of MOOCs, resulting in a surge both in enrolment numbers and
popularity, and thus further enhancing their presence in news media discussions (Bhagat
et al., 2021). With the increasing prevalence of online media, understanding how news
websites influence narrativesabout social phenomena becomes vital (Tag le et al., 2022).Past
investigations within online news media focused primarily on the quantity of coverage,
overlooking the equally important aspect of how the “form of coverage”has evolved
(Fairclough, 2013). Mısırand Işık-Güler (2022) suggested a significant change in the tone of
discussions about MOOCs in online forums over the last decade. Amadu et al. (2023) argue
that while the mass media is traditionally considered a pillar of democratic governance and
Journal of
Information,
Communication
and Ethics in
Society
495
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