Delhi University’s SWAYAM Credit Proposal Faces Faculty Backlash

New Delhi - The Delhi University (DU) has revived its proposal to enhance student flexibility in earning academic credits through courses offered on SWAYAM and other MOOC platforms. This move has quickly attracted criticism from faculty members.

Massive Open Online Courses (MOOCs) are web-based distance learning programs designed for large-scale, open-access participation. The guidelines for this proposal are set to be reviewed in the upcoming Academic Council meeting.

In 2019, DU adopted the University Grants Commission Regulation, allowing students to earn up to 20% of their credits from online courses. However, during a previous meeting in July 2025, the council suggested forming a committee to further evaluate the proposal, allowing students to earn up to 5% of total credits through online courses.

Abha Dev Habib, an associate professor at Miranda House, remarked, "This proposal has been attempted before, but students have shown little interest. Now, the university is trying to create a structured plan for implementation."

The proposal outlines guidelines for integrating Digital Learning Platforms (DLP) with students' coursework. Students in a four-year undergraduate program could earn up to eight credits through DLP, while postgraduate students could earn fewer credits depending on their program duration.

Habib highlighted that when a department develops a syllabus, the objective is to create a cohesive structure through core papers. The proposal states that DLP courses can be included if they are at least 75% similar to a Discipline Specific Course, which could disrupt the academic flow and the teacher-student dynamic.

Concerns have also been raised about the digital divide, suggesting that many students may struggle with the increased number of online courses. Rajesh Jha, a faculty member at Rajdhani College, noted, "The push for SWAYAM/MOOCs threatens to weaken departments and reduce teaching positions, all while ignoring the digital disparities among students."

Habib added that this shift could lead to a breakdown in academic structures, as students might opt to earn credits from home rather than engage in traditional classroom interactions.

The agenda also proposes appointing a Digital Learning Coordinator within each department to oversee student progress and facilitate course implementation. A university-level nodal officer will be designated for broader coordination and monitoring of DLP courses.