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.

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