Qualification: 
MBA, BSc
maheshwarp@am.amrita.edu

Qualification: MBA (ASB), B.Sc. (Biotechnology)

BIOGRAPHY:

Maheshwar Pratap is an Operations Management enthusiast and is a Faculty Associate at the Amritapuri campus. Prior to his teaching assignment at the ASB, Maheshwar has worked with pharma major Biocon in development, industrialization and commercialization of biomedical devices into emerging and regulated markets. Maheshwar has also worked with retail operations of Pantaloon Retail India Limited and handled store operations for large format stores of the group.

His research interests include welfare economics and poverty alleviation, efficacy of government schemes and public policy interventions. Maheshwar is also involved in research works around technology aided learning and its implications on learners.  Maheshwar has authored 8 research papers with his co-authors and presented them at leading conferences in his area. 

In his free time, Maheshwar enjoys travelling, reading and watching movies. 

Publications

Publication Type: Conference Paper

Year of Publication Publication Type Title

2017

Conference Paper

A. Kaveri, Dr. Sangeetha G, Dr. Deepak Gupta, and Pratap, M., “Decoding Engagement in MOOCs: An Indian Learner Perspective”, in Proceedings - IEEE 8th International Conference on Technology for Education, T4E 2016, 2017, pp. 100-105.[Abstract]


Building on existing works that hold 'learner engagement' central to learning, this paper seeks to decode the constituents of student engagement in MOOC learning. Specifically we model the impact of preference for learning styles and the different motivations to learn on learner engagement in MOOCs. We propose that an inclination to learn new things, lifelong learning attributes and paying for a course will positively impact engagement. Treating learner engagement in MOOCs as a 'latent construct', we employ a Structural Equation Model (SEM) on a dataset of Indian MOOC learners to test our hypothesis. Our analysis shows that learners who indicate love for learning as a reason for learning are more engaged in MOOCs. The results also indicate that those learners who are comfortable with learning and understanding new things are more engaged in MOOCs. Learners who prefer learning by themselves show lesser engagement in MOOC learning. We have argued in this paper that the current discussion on learning outcomes in MOOCs is unidimensional in its focus on MOOC success as a 0-1 activity centered on completion. Learning is a multi-dimensional activity and in order to take our current understanding of MOOCs forward, it is important to consider broader aspects of learning and its outcomes. Measuring engagement and the factors that lead to engagement were a first step towards a developing a more holistic understanding of MOOC based learning. The results from this study - one of the first to focus on learner engagement in MOOCs - are encouraging as it proposes an alternate way to look at success in MOOCs. © 2016 IEEE.

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2015

Conference Paper

A. Kaveri, Dr. Sangeetha G, Dr. Deepak Gupta, and Pratap, M., “Decoding the Indian MOOC learner”, in Proceedings of the 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education, MITE 2015, 2015, pp. 182-187.[Abstract]


Massive Open Online Courses have been looked at both as disruptive innovation as well as the biggest experiment in education in recent times. 15 Million learners have turned to MOOCs as in 2014 and Indians constitute the second largest share of the MOOC user base. This paper attempts to understand some of the essential characteristics that distinguish a MOOC user from a non-user in India. A proprietary survey for understanding MOOC consumers has been used to draw insights on demographics of potential MOOC users including age, occupation, gender, educational backgrounds as well as some salient aspects of their personality, learning styles and life goals. Three logistic regression models have been tested. The first model investigates the impact of background demographic variables and internet skills of respondents on the choice to enroll in at least one MOOC course. The second model includes key personality traits that are hypothesized to influence the user adoption of MOOCs and the full modeladdsvariables pertaining to learning styles, learning environment and life goals. Those with better internet skills and an existing preference for learning through videos were seen to be significantly more likely to adopt MOOCs. Personality traits aligned with an openness to try new things were seen to influence the adoption decision but the learning styles and learning environment did not differentiate users from non-users. The results also indicate a significant influence of gender and age. © 2015 IEEE. More »»

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AMRITA
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