Adding Value: Open Online Learning and the MBA

Autor/inn/en	Fitzgerald, Rachel; Anderson, Maggie; Thompson, Ross
Titel	Adding Value: Open Online Learning and the MBA
Quelle	In: Electronic Journal of e-Learning, 13 (2015) 4, S.250-259 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Online Courses; Masters Programs; Business Administration Education; Educational Quality; Open Education; Student Recruitment; Profiles; Electronic Learning; Standards; Institutional Advancement; Models; Sustainability; Program Design; Curriculum Design; Teacher Attitudes; College Faculty; Educational History; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Magister course; Magisterstudiengang; Quality of education; Bildungsqualität; Offene Erziehung; Offener Unterricht; Charakterisierung; Profilanalyse; Standard; nicht übertragen; Analogiemodell; Nachhaltigkeit; Programme design; Programmaufbau; Programmplanung; Lehrplangestaltung; Lehrerverhalten; Fakultät; History of education; Bildungsgeschichte; Ausland; Großbritannien
Abstract	Evidence suggests that MOOCs are being used as a strategic tool to explore alternative models of course delivery (Allen & Seaman, 2013) and this paper shares insight into an example of such innovation for Business School Education. Gateway MBA draws on examples of open learning worldwide to create a MOOC to extend the MBA distance learning programme for Northampton Business School. The Gateway MOOC offers open online access to MBA education to develop recruitment to the MBA internationally and to raise the profile of the university. While there are risks in this strategy, the Gateway project team see potential to introduce and market the MBA to a global audience through open online learning, raising the university brand profile and expanding the eLearning horizons of those involved in the project and beyond.This paper will consider recurring themes in the literature in the context of the design and delivery of the Gateway MBA. It is clear that reconciling MOOC values and aims with educational quality and learner satisfaction standards is problematic so this paper considers how we develop and embed innovations in the areas of technology and academic cultural practices in order to meet this challenge. Finally we will consider the issues and challenges in the use of the Carpe Diem (Salmon et al, 2013) as a model for the design and delivery of a MOOC and will offer further considerations for sustainability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01