Using MOOCs to Shape the Future of Management Education

Author Information
Author(s): 
Owen P. Hall, Jr.
Institution(s) or Organization(s) Where EP Occurred: 
Graziadio School of Business and Management
Institution(s) or Organization(s) Where EP Occurred: 
Pepperdine University
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

The role of MOOCs in management education is growing rapidly. These developments are part of the educational communities’ response to growing tuitions, budget constraints, limited class availability and globalization. This effective practice has been used to improve both the content and delivery of business statistics in a variety of management educational settings (e.g., undergraduate, graduate and executive programs).

Description of the Effective Practice
Description of the Effective Practice: 

Providing world-class management education in today’s global environment is an ongoing challenge. By any metric or standard management education has reached a seminal point in its brief 100 plus year history. In response one approach being adopted by many business schools is to engage faculty and students in a virtual learning experience. These developments are part of the educational communities’ reaction to growing tuitions, budget constraints, limited class availability and globalization. Basically a MOOC, a recent development in distance learning, is a web-based course designed to provide “free” intellectual content on a very wide scale basis. A statistics fundamentals MOOC was developed and has been in use for several years in several capacities including bootcamps and ongoing refresher courses

Supporting Information for this Effective Practice
Evidence of Effectiveness: 

1) Students found themselves generally more engaged with broad bandwidth applications without technological interference or blockage
2) Students enjoyed the flexibility and convenience offered by the MOOC
3) Students noted the exam to be the most challenging activity; this is not an unexpected finding given the lack of control, i.e., the students had a relatively fixed amount of time to complete the exams
4) Faculty found that students engage in using the MOOC tended to outperform those students that did not access the MOOC
5) Faculty were able to monitor student learning patterns and achievements on a weekly basis

How does this practice relate to pillars?: 

Today, many students engaged in a program of management education are requiring more flexibility because of workplace demands. MOOCs provide a vehicle for meeting these requirements (learning effectiveness). Two key challenges associated with these types of delivery systems, which are growing at a rate five times that of traditional residential programs, are consistency and compatibility. MOOCs are also highly scalable which further enhances their contribution to management education.

Equipment necessary to implement Effective Practice: 

Web

Estimate the probable costs associated with this practice: 

Many MOOCs are presently free. The MOOC outlined in this effective practice is free.

References, supporting documents: 

Bernhard, W.; et. al. 2013. The MOOCs business model. Procedia, Social and Behavioral Sciences, 90, 200.
Breslow, L. 2013. Studying learning in the worldwide classroom research into edX’s first MOOC. Research and Practice Assessment, 8(summer), 13.
Dellarocas,C.; Alstyne, M. 2013. Economic and business dimensions money models for MOOCs. Communications of the ACM, 56(8), 25.
Liyanagunawardena, T.; Adams, A.; Williams, S. 2013. MOOCs: A Systematic Study of the Published Literature 2008-2012. The International Review of Research in Open and Distance Learning, 14(3), 202.
Mackness, J.; et. al. 2013. Learning in a Small, Task–Oriented, Connectivist MOOC: Pedagogical Issues and Implications for Higher Education. The International Review of Research in Open and Distance Learning, 14(4), 202.

Contact(s) for this Effective Practice
Effective Practice Contact: 
Owen P. Hall, Jr.
Email this contact: 
ohall@pepperdine.edu