Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 169 Research Article Legal Education through MOOCs: A Study of Select International Online Platforms Samar Iqbal Bakhshi1 & Mohammad Amees2 1Assistant Librarian, National Law University Delhi, Delhi Email: samariqbal.bakhshi@nludelhi.ac.in 2Junior Librarian, OP Jindal Global University, Sonipat, Haryana Abstract The study is inspired by the fact that Massive Open Online Courses (MOOCs) have penetrated the world’s higher education system to a great extent and emerged as a sustainable solution in the era of technology, especially during the COVID-19 pandemic; it has gained a broader impetus. The study is carried out by analyzing the actual data available on five major MOOC platforms at the international level; i.e. edX, Coursera, Udemy, LinkedIn Learning, and SWAYAM; offering courses in the subject ‘Law.’ The findings reveal that the majority of the courses are offered from the Udemy platform. Most of the courses are offered on a payment basis; however, a good number of courses are available either free, or payment is required for certification only. It is also found that most of the courses are offered in the English language as well as most courses are offered for less than or equal to 48 hours duration. The study will provide an overview of the already offered courses through five select MOOCs platforms and encourage and motivate the students and legal practitioners to enrol in a course in their desired area. It may also abet the policymakers and intelligentsia, leveraging the potential of MOOCs to increase the quality of legal education as it exhibits an overall picture of the current scenario of its penetration into the higher education system. The study has excellent usability for stakeholders engaged in legal education and MOOCs research. Keywords: Coursera, edX, Udemy, LinkedIn Learning, SWAYAM, Online Legal Education, MOOCs Introduction With the advent of internet and communication technologies and the emergence of digital media, a radical change has been witnessed in higher education with the significant participation of online learners and a plethora of platforms ubiquitously providing opportunities. The technological landscape has brought a sea change in the methods of imparting distance education, and now online education has emerged as a better solution in comparison to broadcast via radio/television. Online education is more interactive and easily accessible anytime from anywhere through the internet. MOOCs are the most remarkable technological developments in the area of Online Education in the past decade and are believed to be a game- changer in the higher education system (McGrath et al., 2017; Warusavitarana et al., 2014). They have made the educational process break through the traditional restrictions of time and space and extend the ways to acquire knowledge ( Zheng & Yang, 2017). MOOCs learners benefit from expanding their knowledge and skill to a great extent in a multidirectional manner at their own pace with lots of freedom. Despite serving on different platforms, such courses have a common characteristic that they are participatory Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 170 and less ambiguous. Massive Open Online Courses (MOOCs) are aimed at unlimited participation in the open domains through the internet.  These are large- scale web-based courses designed and delivered by accredited higher education institutions or Research and Development organizations through MOOC platforms. MOOCs are genuinely open and massive, anyone can register, and there are no admission formalities or other prerequisites. They are generally free, open access, global, video-based instructional content, and forums released through an online platform to high-volume participants aimed to be educated (Baturay, 2015). The participant with a smart device and an internet connection can enrol in a MOOC irrespective of age, gender, geographical location, or educational background. In 2008, Steven Downs and George Siemens offered the first MOOC course at the University of Manitoba, Canada. The title of the course was “Connectivism, and Connective Knowledge/2008”, which received more than 2000 learners unexpectedly, and the course was delivered through educational resources available in the public domain and free such as wikis, online forums, Google Docs, YouTube, and Facebook groups (Liyanagunawardena & Adams, 2013; Marques & McGuire, 2013). In 2011, Sebastian Thrun from Stanford University offered a course, “Introduction to Artificial Intelligence,” which received over 160,000 registrations (Aulet, 2013, cited in Corbeil et al., 2018). The year 2012 witnessed three major MOOC platforms Udacity, Coursera, and edX, offering hundreds of courses to worldwide audiences. The New York Times proclaimed 2012 “The year of the MOOC” (Pappano, 2012). By 2020 during the Covid-19 outbreak, rapid growth in MOOCs was evident as approximately 180 million learners emerged to attend the MOOC courses (Shah, 2020). MOOCs have been widely used during school closures due to the COVID pandemic in Iran (Tajik & Vahedi, 2021). The most popular course during the Covid-19 pandemic in 2020 has been “The Science of Well-Being” offered by Yale University on Coursera. Moreover, in the recent past, the design of MOOCs is going through a sea change, new and compelling ways of disseminating information are on the rise, and with that, they enable the participants to learn through social media platforms. Nonetheless, such courses have a lot of challenges associated with them. The details of select MOOC platforms are provided in Table-1. Table-1: Details of Select MOOCs Platforms MOOCs Platform Coun- try of Ori- gin Year of Com- mence- ment Num- ber of Cours- es offered Subject Number of Learners Udemy USA 2010 *11431 courses Business, Fi- nance and Account- ing, I.T. & Software, Design, Health & Fitness Social Science, etc. 40 million learn- ers (https://about. udemy.com/?lo- cale=en-us) Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 171 Coursera USA 2012 *7453 courses Arts & Humanities, Business, Social science, Comput- er Science, I.T., Math & Logic etc. 76 million (https://www. classcentral.com/ report/mooc- stats-2020/) edX USA 2012 *4474 courses Architecture, Com- munication, Econom- ics & Finance, Hu- manities, Medicine, Law etc. 35 million (https://www. classcentral.com/ report/mooc- stats-2020/) LinkedIn Learning USA 1995 *3185 Courses Data Analysis, Hu- man Resources, Fi- nance and Account- ing, Leadership & Management, Social Science, etc. 27 million (https://www. usnews.com/ education/learn- linkedin-learning- guide) SWAYAM India 2017 *2064 courses Architecture & Planning, Law, Humanities & Arts, Management & Com- merce, Design, Social Science, etc. 16 million (https://www. classcentral.com/ report/mooc- stats-2020/) *Source: https://www.classcentral.com/providers (accessed 12 June 2021) Legal Education through MOOCs The Internet era has revolutionized and revitalized the overall scenario of the education system and provided opportunities to make it more democratic and accessible. The stakeholders and policymakers involved in imparting legal education use MOOCs platforms to launch their courses to provide opportunities to learners to get requisite education without the boundaries of time and location. Law is a subject where students are trained to ‘think like a lawyer’ (Ormrod, 1971), at the same time, it is an intellectual discipline to inculcate distinctive concepts and methods of reasoning as well as a critical viewpoint of day-to-day happenings at national and international level to create a better inclusive society. Legal education pedagogy includes lectures, seminars, group, and individual tutorials, simulated exercises like moot courts, client interviewing and mediation/conciliation, internships, etc. It also includes practical experiences from society as well as the justice delivery system. The pioneer of legal education in India Prof. N.R. Madhav Menon stressed that the legal profession in India needs to be transformed in order to keep up with the standards of globalization. Bajpai & Kapoor (2018) also opined that in India, legal education pedagogy needs a clear and comprehensive understanding of methods, i.e. collaborative teaching, outcome-based learning, field action projects, clinical method, research methods, etc. and stressed that teaching style and technique could make a difference to enhance the student participation in the teaching-learning process. MOOC being a disruptive innovation has altered the ways people used to acquire knowledge. However, in the field of law, MOOCs have proved a sustaining innovation that showers the rain of information equally to anyone Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 172 ubiquitously. For a long time, the concept of blended and flipped learning through the Internet was experimented with by professors and students of Law through ‘legalED’ by archiving the lectures in online mode (http://legaledweb.com/ our-vision). In the year 2013, MOOCs for legal education became available (Schrag, 2014). While advocating the use of technology for teaching law, Corbin & Bugden (2018) argued that behaviourist, cognitivist, and constructivist learning theories must be applied in online law teaching environments. Law professors of prestigious universities worldwide have taken steps to develop MOOCs, launched them through MOOC platforms and provide certifications. The MOOCs developed to support legal education have unique discipline characteristics like subjectivity, logicality, speculative nature of the teaching contents and strong practicality (Zheng, 2020). It has several benefits, including ease of learning, resource sharing, cost savings, and increased learning performance. Review of Related Literature MOOCs, since their inception, became an attraction to online learners due to myriad reasons; one of the reasons was their open nature. Since 2010, Massive Open Online Courses (MOOCs) have been one of the most discussed and researched topics in the area of educational technology (Ebner et al., 2020). There are various studies on the advantages and pitfalls of MOOCs. However, they gained a strong impetus in the Covid-19 pandemic as more and more learners were attracted by such courses worldwide. MOOCs were initially available for Science and Technology courses, the first MOOC for legal education was developed in the year 2014 (Schrag, 2014). At the early phase of the emergence of MOOCs, Binford (2014) opined that legal educators must show their presence in the MOOCs universe. Legal education has been more receptive to integrating new and innovative technologies in the pedagogical services with MOOC as one of the recent additions. Colbran and Gilding (2014) suggested methods to adopt legal educators to explore the unhindered possibilities. MOOCs and other new teaching modes may help students achieve mutual complementarity between law courses through MOOCs and traditional Law and improve teaching quality (Zheng, 2020). The students’ attitude towards legal knowledge absorption directly impacts the quality of law education in universities. Yang & Song (2019) reported that teaching through MOOCs in China is evolving for Law and legal studies, but still there is a need for improvement in pedagogical practices and students’ enthusiasm. Pandit (2016) reported that in the Indian context, where a larger portion of the population is residing in remote areas, MOOCs can have an important role in skill enhancement and quality learning. MOOCs have also been considered a strategy for the internationalization of higher education institutions (Kerr & Reda, 2019). The Law Society of Ireland launched its courses through MOOC in 2014, which has increased the society’s flagship by rising enrollments and attracting international students (Grealy et al., 2019). A survey to examine the students’ opinion of online learning during the COVID-19 pandemic in Sri Lanka opined that more than 80 per cent of students agreed to integrate online education into their courses in the future. Students perceive online learning as effective as face-to-face learning, enjoyable, able to learn at their own pace, easy access to online material as well as active participation (Akuratiya & Meddage, 2020). Pant et al. (2021) revealed that MOOC programs are popular in those European countries that utilize a lot of Information Technology. Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 173 Alhazzani (2020) reported that most university faculty in Saudi Arabia think that MOOCs directly impact improving educational outcomes and the developing of student learning skills. Enrolment in MOOC courses depends on awareness of relevant courses. In countries with economic disparities, MOOCs could play a key role in imparting education to everyone. Still, it is pertinent that there must be some awareness to get a fair idea about the course structure and fees. It is revealed that High-level awareness is evidenced among Science and Law students compared to Humanities (Kundu & Bej, 2020). The study conducted at Assam University, India suggested that the awareness of MOOCs among the students is not up to the mark, and there is a need to spread awareness (Purkayastha & Sinha, 2021). Another study carried out among undergraduate law students in Nigeria revealed that 78.3 per cent of learners intend to use MOOCs and the main source of awareness was the internet; the study concluded that awareness of MOOCs is critical to its use by undergraduate students and recommended that law librarians should create awareness of MOOCs among students (Adebayo & Babalola, 2021). The literature review clearly indicates that there is a dearth of literature to analyze and present legal education scenarios through MOOCs at the international level. Need and Significance of the Study The evolution and growth of MOOCs are the most significant development in the field of higher education. During the Covid-19 pandemic, the education system of the whole world was compelled to continue in online mode. Universities of repute have launched several courses as MOOCs, through various platforms for the benefit of learners. As a limited number of studies are conducted to present legal education through MOOCs, this study shows a comprehensive picture of the courses offered worldwide in Law through five major MOOC platforms i.e., edX, Coursera, Udemy, LinkedIn Learning and SWAYAM; creating awareness among law students and practitioners to opt for a course. It analyzes the free courses, which will allow economically weaker sections of the students to opt for their desired courses for free or at a minimal cost. The study may also benefit the policymakers and other stakeholders to evaluate the already available courses through MOOCs and introduce new courses which are not available. Objectives of the Study 1. To enumerate and compare the MOOCs offered through five major MOOC platforms at the international level i.e., edX, Coursera, Udemy, LinkedIn Learning and SWAYAM in the subject ‘Law’. 2. To investigate the free/paid MOOCs offered from the five MOOC platforms selected for the study. 3. To compare the MOOCs offered through five MOOC platforms with reference to their language and course duration (length of the course). 4. To analyze the contribution of Indian Universities/Institutions on the SWAYAM platform in the subject ‘Law’. Methodology A thorough review of currently published related literature was conducted to prepare the background of this study. The study was carried out using the data available on five major MOOC platforms at the international level- edX (https://www.edx.org/ search?tab=course&subject=Law), Coursera (https://www.coursera.org/ Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 174 browse/social-sciences/law), Udemy (https://www.udemy.com/topic/law/), SWAYAM (https://swayam.gov.in/ explorer), and LinkedIn Learning (https://www.linkedin.com/learning/ search?ent i tyType=COURSE&key - words=LAW). These platforms were selected on the basis of the maximum number of courses offered. The data was collected from the websites of the respective MOOC platforms in the month of May 2021. A comprehensive list is prepared with all details of the courses available in the subject category 'Law' from the websites of five select platforms. A total number of 630 courses were found which were further analyzed and compared in view of the study's objectives. Microsoft Excel was used for creating tables and graphical representations of data. References are organized through the Mendeley reference manager using American Psychological Association Style 7th edition. Analysis and Discussion A total of 630 MOOCs in the subject ‘Law’ in five select platforms were analyzed and presented in the following tables and figures. Microsoft Excel was used to show the graphical representation of data, which is further interpreted as per the study’s objectives. Platform-wise Distribution of MOOCs Figure-1: Platform-wise distribution of MOOCs It is evident from Fig.-1 that of the total 630 MOOCs enumerated in Law, a significant number of courses 329 (52 per cent) were offered through Udemy, followed by edX 110 (17 per cent) courses. Similarly, 102 (16 per cent) courses were provided through LinkedIn Learning, this is followed by Coursera offering 67 (11 per cent) courses. The least number of courses, 22 (3 per cent), were provided by the SWAYAM platform. The study is in par with the findings of Binford (2014) that through three major players in the MOOC universe—Coursera, Udacity, and edX—only four MOOCs were taught by U.S. law professors. Similarly, Ivanova (2016) recommended Coursera and edX as the best platforms for accessible technology approaches in designing various learning situations for the organizations imparting large- scale curriculums. Another study conducted to analyze the usability of three popular MOOC platforms: edX, Coursera, and Udacity showed that Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 175 Coursera was significantly more usable than edX and Udacity. In addition, interaction efficiency was significantly higher while using Coursera compared to Udacity (Tsironis et al., 2016). The study conducted to analyze learners’ satisfaction during the Covid-19 pandemic in China suggested that online education platforms should be improved to escalate online education to promote the reform of information- based education (Chen et al., 2020). Free/Paid MOOCs The data presented in Fig.-2 indicates that of the 630 courses offered through five select platforms, 496 (79 per cent) courses were paid, a learner has to pay for getting enrolled in the course and earning the certification. It is followed by 92 (14 per cent) courses that were free with a paid certificate; the learner has to pay a minimal amount of fees to appear in the assessment and get the certification grades. There is no amount to be deposited for enrolment in the course, and the lectures and other material are under an open license. Moreover, it is evident from Fig.-2 that 42 (7 per cent) courses are completely free with free assessment and certification. The learners need not deposit any fees for enrolment, assessment, and certification. Of the total 630 courses, it is clear from the figure that a considerable number of courses are paid (79 per cent) followed by courses with a paid certification (14 per cent). This is followed by completely free courses (7 per cent). Most of the free courses are of short duration. A detailed list of free courses through five select platforms is provided in Appendix 1. Figure-2: Free/Paid MOOCs The courses under the free and paid certification category can help the students with weaker sections of society to get updated from legal knowledge and skills with minimal payment. As the courses are offered by well- reputed professors from highly ranked universities at the international level, it is an added advantage for learners from remote areas to get benefitted from it. (McGrath & Stenfors-Hayes, 2017) emphasized that MOOCs can be considered as a moral obligation as it can be articulated as a way of paying back to society, a form of non-reciprocal outreach, a way to share, disseminate, teach but also compensate those who were less able financially to engage in learning at a high level. Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 176 Language-wise Distribution of MOOCs The language-wise distribution of MOOCs offered in ‘Law’ is presented in Fig.-3. It is evident from the Figure that a total of 630 MOOCs offered through five select platforms in the field of ‘Law’ were available in eighteen different languages. The data presented in Fig. 3 highlights that 346 (55 per cent) courses are offered in English, followed by Portuguese 86 (14 per cent) language. The other languages in which Law MOOCs are available are German 49 (8 per cent), followed by Spanish 44 (7 per cent), French 24 (4 per cent), Turkish 22 (3 per cent), and Russian 14 (2 per cent). Of the eleven courses, only (2 per cent) are offered in Indonesian and Italian languages, followed by five courses in the Chinese language. Four courses are offered in Japanese and Polish languages, followed by three courses in Arabic language. Two courses are offered in the Hindi language, while one course is provided in Azeri, Greek, Lithuanian and Romanian and Ukrainian languages. Figure-3: Language-wise Distribution of MOOCs Course Duration-wise Distribution of MOOCs Fig 4 indicates that course duration is divided into four-time spans, i.e., the courses equal to or less than 48 hours (<=48 hours), greater than 48 hours, and similar to or less than 1 month (>48 hours and <=1 month), greater than one month and less than or equal to 6 months (>1 month and <=6 months) and greater than six months (>6 months) duration. The total number of courses (N=630) is analyzed as per the four-course durations defined and represented in Fig.4. It is evident from Fig.-4 that a significant number of courses, 459 (73 per cent), are offered for a duration more than or equal to 48 hours. 120 (19 per cent) courses follow it for more than one month and less than or equal to six months. Likewise, 39 (6 per cent) courses are offered for more than 48 hours and less than or equal to one month. The least number of courses 6 (1 per cent) are provided Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 177 for more than six months duration. The analysis depicts that many courses are offered for less than or equal to 48 hours from the five select platforms; it is also noticed that most of these short- duration courses are provided through Udemy and LinkedIn Learning. In Indian context, the courses offered through the SWAYAM platform range from 4-15 weeks. Figure-4: Course duration-wise distribution of MOOCs Contribution of Indian Universities through the SWAYAM Platform The contribution of Indian Universities for MOOCs through the SWAYAM platform in the subject ‘Law’ is presented in Fig.-4. As per the data available on SWAYAM website (https://swayam. gov.in/explorer?category=Law) in May 2021, a total number of 22 MOOCs will be offered by Indian Universities. The maximum number of courses are offered from NLU Delhi (6 courses), followed by IIT Kharagpur (5 courses) and National Law School of India Bengaluru (3 courses). The English and Foreign Language University, Hyderabad and IIT Madras have offered 2 courses each. West Bengal National University of Juridical Sciences, OP Jindal Global University, RV University Karnataka and the University of Kashmir have offered one course each through the SWAYAM platform. The courses offered through IITs are in the areas of Law & Engineering/ Sciences and IPR. Fees are required for assessment and certification only however, all the content is available under an open license. All the courses are offered in English Language and the course duration ranges from 4-15 weeks. A detailed list of the MOOCs offered through the SWAYAM under the subject ‘Law’ is provided in Appendix-2. Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 178 Figure-4: Contribution of Indian Universities through the SWAYAM Platform Findings and Discussion As MOOCs are the most significant development in the field of education in the twenty-first century, contemporary university leaders and policymakers find themselves at crossroads as new technology-enhanced learning approaches, which have the potential to democratize higher education, are emerging at a time when traditional models of higher education are often criticized for being increasingly unaffordable and ineffective for addressing educational inequality (Flavin, 2017). The study aimed to find out the impact of MOOCs on legal education and the platforms contributing to imparting various courses. To identify the platforms that offer maximum courses, the fee structure, and language of instruction have not been researched until now. In the Covid-19 pandemic, digital platforms have played a significant role in reaching out to millions of online learners through ways in their comfort zones. Therefore, to a large extent, it has made learning more individualized, accessible, and democratic. However, there are still some impediments yet to clear to rationalize the MOOCs in comparison to traditional courses. The large and diverse student enrolment in MOOCs, the high dropout rate of MOOCs compared to conventional courses, and the relative lack of instructor presence or support in MOOCs compared to traditional courses (Hew & Cheung, 2014). Schrag (2014) reported that leading universities are in a rush to offer the courses through MOOC platforms and become part of the newest wave of law teaching seeking revenues, but if they value the type of education that their law schools offer, they will give considerable thought to what elements of traditional legal education should be preserved, and how MOOCs can interact with and support, rather than destroy within a few years, a system of legal education that the nation’s universities have taken a century to develop (Schrag, 2014). One distinguishing feature of MOOCs is that they involve more self-directed learning than any other online course. Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 179 Apart from that, MOOCs are more flexible in nature and more dynamic, a learner is free to attend the course anytime, anywhere, and there are no constraints of space and time. Therefore, MOOCs are more relevant to the legal fraternity than any other discipline. In the present study, the focus was on the platforms they choose, and the flexibilities in terms of fee and language were taken into consideration; the study highlights that of the total 630 MOOCs enumerated in ‘Law’ from five major international platforms edX, Coursera, Udemy, LinkedIn Learning, and SWAYAM a significant number of courses (52 per cent) are offered through Udemy. SWAYAM provides the least number of courses, but these are of longer duration. One important motivation for choosing online courses is their fee structure. Usually, people like free courses and studies suggest that up to 90 per cent of dropouts are due to reasons including a lack of incentive, failure to understand the content material and having no one to turn to for help, and having other priorities to fulfil (Hew & Cheung, 2014). In this study, the idea was to accentuate the course fee structure. The study finds that a considerable number of courses are paid (79 per cent), followed by courses with a paid certification (14 per cent), and followed by completely free courses (7 per cent). Most of the free courses are of short duration and available through the Udemy platform. Furthermore, language plays an essential role in the motivation of learning a course. Therefore, it was pertinent to find out the languages through which the courses are being delivered. It was found that the highest number of courses (55 per cent) was offered in the English language, followed by Portuguese (14 per cent) language. The analysis also depicts that a significant number of courses were offered for less than or equal to 48 hours, and most of these short-duration courses are offered through Udemy and LinkedIn Learning. Of the 630 courses, only six courses are offered for more than six months duration. In the Indian context, it is found that a maximum number of Six courses are offered by National Law University Delhi, followed by IIT Kharagpur (4 courses) and NLSIU Bengaluru (3 courses). The total number of courses offered on the SWAYAM platform under the subject ‘Law’ from Indian Universities is twenty-two. Conclusion MOOCs contribute to the universal plan of addressing the digital divide and promoting equity in educational opportunities (Chauhan, 2014; Ma & Lee, 2019, as stipulated in the Sustainable Development Goal, United Nations General Assembly, 2015). On the other hand, a classroom is an opportunity for a global, collaborative, emotional, constructive, and peer dialogue; the same narratives cannot be developed by adopting online education models. Without one-to-one personal interaction, there is a challenge to ensure personalized guidance and mentorship, which leads to a lack of an effective system to measure and validate the learners’ progress and uptake. Covid-19 pandemic and the limitations that arise have also compelled the policymakers to rethink the future of the education system in the whole world and constrained them to adopt MOOCs as a full-time credit course for completion of Degrees. A total of twenty-two MOOCs are launched from different Indian Universities through SWAYAM under the subject ‘Law’. From the year 2021, University Grants Commission has facilitated to allow upto 40 per cent of the total course through online learning through the SWAYAM platform (UGC, 2021). As per National Educational Policy (2020), the academic bank of credits (ABC) is also proposed, which will facilitate students to opt for Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 180 online courses and gain credits for the same. Several Indian Universities are collaborating with foreign universities to launch online courses through other international platforms. 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Eurasia Journal of Mathematics, Science and Technology Education, 13(9), 6165–6174. https:// doi.org/10.12973/EURASIA.2017.01056A Appendix - 1: List of Free MOOCs through five select MOOC platforms (May 2021) S. No. Course Title Platform Language 1 Introduction to American Civics: Presented by Zero-L edX English 2 Civil Liberties edX English 3 Constitutional Interpretation edX English 4 Incarceration’s Witnesses: American Prison Writing edX English 5 The Customs and Traditions of Afghanistan: Pashtunwali and Its Foundations edX English 6 ةيداصتقالا تاسايسلا عنص مهف Coursera Arabic 7 Property and Liability: An Introduction to Law and Economics Coursera  English 8 Law in the Time of COVID-19: A Northwestern Teach-Out Coursera  English 9 Introduction to Intellectual Property Coursera English 10 Searching for the Grand Paris Coursera French 11 Firearm Purchaser Licensing Teach-Out: The Background Check Policy Not Enough People Are Talking About Coursera English 12 Community Awareness: Police Brutality in the U.S. Coursera English 13 The Wonders and Challenges of Bible Education Coursera English 14 English Legal System in 60 Minutes: A Fast Track Summary Udemy English 15 Launching a Successful 21st Century Law Practice Udemy English 16 Cybersecurity Law Udemy English 17 Paralegal Power Breaks Udemy English 18 Learn the Contract Basics All the Professionals Know Udemy English 19 MPRE Review for Multistate Professional Responsibility Exam Udemy English Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 184 20 Introduction to Child Rights Udemy English 21 Pass The California Police Academy Written Examinations Udemy English 22 E-Way Bills under Goods & Services Tax Udemy English 23 Interpretation of Statutes Udemy English 24 Introduction to Health Law in Nigeria Udemy English 25 Basics of Indian Environmental Legislative framework Udemy English 26 Hukukun Üstünlüğünün Esasları Udemy Turkish 27 Explicación General del Derecho Administrativo en Honduras Udemy Spanish 28 Curso sobre o Sigilo Bancário Udemy Portuguese 29 Lawyer Web Udemy Portuguese 30 Advocacia, Site e Divulgação no Google com Custo Reduzido Udemy Portuguese 31 Švari Advokato Mantija Udemy Lithuanian 32 Diritto costituzionale da zero Udemy Italian 33 Direito na escola Experience Udemy Portuguese 34 PPh Pasal 22 Udemy Indonesian 35 Código de Ética do Psicólogo Comentado Udemy Portuguese 36 Pengantar Teori Penalaran Hukum Udemy indonesian 37 Direitos dos Animais | Curso Básico Udemy Portuguese 38 租税法修士論文の基本問題 Udemy Japanese 39 Modelo de Procuração Particular | Download e Prática Udemy Portuguese 40 Comment payer moins d’impôts, et Droit des successions Udemy French 41 Aplicación del estatuto del consumidor a proveedores Udemy Spanish 42 Introduzione al diritto Udemy Italian Appendix -2: List of MOOCs offered through SWAYAM under the subject ‘Law’ (May 2021) S. No. Course University/ Organization Language 1 Access to Justice NLU Delhi English 2 Administrative Law University of Kashmir English 3 Advanced Constitutional Law NLU Delhi English Indian Journal of Educational Technology Volume 4, Issue 2, July 2022 185 4 Constitution of India and Environmental Governance: Administrative and Adjudicatory Process NLSIU Bengaluru English 5 Corporate Law NLU Delhi English 6 Criminal Justice Administration NLU Delhi English 7 Entrepreneurship and IP Strategy IIT Kharagpur English 8 Environmental Law NLU Delhi English 9 Human Rights NLSIU Bengaluru English 10 Human Rights in India OP Jindal Global University English 11 Human Rights System RV University Karnataka English 12 Indian Judicial System: Legal Aid and Environmental Protection English and Foreign Languages University English 13 Intellectual Property NLU Delhi English 14 Introduction to Law on Electricity IIT Kharagpur English 15 Legal and Regulatory Issues in Biotechnology IIT Kharagpur English 16 Patent Drafting for Beginners IIT Madras English 17 Patent Law for Engineers and Scientists IIT Madras English 18 Patent Search for Engineers and Lawyers IIT Kharagpur English 19 Private International Law and Alternative Dispute Resolution : Indian Legal Position English and Foreign Languages University English 20 Right to Information and Good Governance NLSIU Bengaluru English 21 Roadmap for patent creation Indian Institute of Technology, Kharagpur English 22 Socio Economic Offences: Nature and Dimensions  West Bengal National University of Juridical Sciences English