MOOCs: meaningful learning tools for public administration education or academic simulacra?
Abstract
Purpose
The purpose of this paper is to explore and critically assess the potential value and effectiveness of massive open online courses (MOOCs) for public administration education.
Design/methodology/approach
The research in this conceptual paper offered a critical examination of MOOCs using the work of Baudrillard, Debord, and others to re-frame and reconsider our understanding of this emerging educational strategy.
Findings
Baudrillard’s simulacrum and Debord’s spectacle concepts can inform the discussion and understanding of MOOCs in higher education.
Research limitations/implications
This is an emerging area that needs further study and development.
Practical implications
MOOCs might contribute to the blurring of lines between educational products that are needed and products for which a need is manufactured by corporate interests.
Social implications
MOOCs might contribute to the commodification of knowledge in higher education.
Originality/value
This is the first conceptual paper exploring MOOCs and their issues using Baudrillard and Debord.
Keywords
Citation
Sementelli, A.J. and Garrett, T.M. (2015), "MOOCs: meaningful learning tools for public administration education or academic simulacra?", Education + Training, Vol. 57 No. 4, pp. 461-470. https://doi.org/10.1108/ET-03-2014-0031
Publisher
:Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited