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Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster

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  • Kaplan, Andreas M.
  • Haenlein, Michael

Abstract

Distance learning—that is, providing education to students who are separated by distance and in which the pedagogical material is planned and prepared by educational institutions—is a topic of regular interest in the popular and business press. In particular, MOOCs (Massive Open Online Courses), which are open-access online courses that allow for unlimited participation, as well as SPOCs (Small Private Online Courses), are said to have revolutionized universities and the corporate education landscape. In this article we provide a nuanced analysis of the phenomenon of online distance learning. We first provide an overview of its historical evolution, and subsequently define and classify key concepts. We further discuss in detail the optimal target group in terms of participating students and teaching professors and propose corresponding frameworks for driving intrinsic student motivation and for choosing a successful online teacher. We also outline the benefits that institutions can achieve by offering online distance learning. Finally, we speak about the specific connection between online distance learning and social media by focusing on the difference between MOOCs based on traditional lecture formats (xMOOCs) and connectivist cMOOCs.

Suggested Citation

  • Kaplan, Andreas M. & Haenlein, Michael, 2016. "Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster," Business Horizons, Elsevier, vol. 59(4), pages 441-450.
    • Handle: RePEc:eee:bushor:v:59:y:2016:i:4:p:441-450
    DOI: 10.1016/j.bushor.2016.03.008
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    References listed on IDEAS

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    1. Melissa S. Kearney & Phillip B. Levine, 2015. "Early Childhood Education by MOOC: Lessons from Sesame Street," NBER Working Papers 21229, National Bureau of Economic Research, Inc.
    2. Kaplan, Andreas M. & Haenlein, Michael, 2009. "The fairyland of Second Life: Virtual social worlds and how to use them," Business Horizons, Elsevier, vol. 52(6), pages 563-572, November.
    3. Pucciarelli, Francesca & Kaplan, Andreas, 2016. "Competition and strategy in higher education: Managing complexity and uncertainty," Business Horizons, Elsevier, vol. 59(3), pages 311-320.
    4. Kaplan, Andreas M. & Haenlein, Michael, 2011. "The early bird catches the news: Nine things you should know about micro-blogging," Business Horizons, Elsevier, vol. 54(2), pages 105-113, March.
    5. Kaplan, Andreas M. & Haenlein, Michael, 2011. "Two hearts in three-quarter time: How to waltz the social media/viral marketing dance," Business Horizons, Elsevier, vol. 54(3), pages 253-263, May.
    6. Kaplan, Andreas M. & Haenlein, Michael, 2010. "Users of the world, unite! The challenges and opportunities of Social Media," Business Horizons, Elsevier, vol. 53(1), pages 59-68, January.
    7. Kaplan, Andreas & Haenlein, Michael, 2014. "Collaborative projects (social media application): About Wikipedia, the free encyclopedia," Business Horizons, Elsevier, vol. 57(5), pages 617-626.
    8. Kaplan, Andreas, 2014. "European management and European business schools: Insights from the history of business schools," European Management Journal, Elsevier, vol. 32(4), pages 529-534.
    9. Kaplan, Andreas M. & Haenlein, Michael, 2011. "The early bird catches the news: Nine things you should know about micro-blogging," Business Horizons, Elsevier, vol. 54(2), pages 105-113.
    10. Kaplan, Andreas M., 2012. "If you love something, let it go mobile: Mobile marketing and mobile social media 4x4," Business Horizons, Elsevier, vol. 55(2), pages 129-139.
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