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A MOOC with a Business Plan

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Collection

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

CPD Technical Session

Tagged Division

Continuing Professional Development

Page Count

9

Page Numbers

24.71.1 - 24.71.9

Permanent URL

https://peer.asee.org/19963

Download Count

47

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Paper Authors

biography

Eugene Rutz University of Cincinnati

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Academic Director in the College of Engineering & Applied Science with academic and administrative oversight of distance learning programs, combined degree programs and high school dual enrollment. Experience as educator, practicing engineer and educational researcher.

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Jim Tappel University of Cincinnati

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BJ Zirger University of Cincinnati

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Abstract

A MOOC with a Business PlanIn the short time that Massive Open Online Courses (MOOC) have been part of the educationlandscape, they have generated significant enrollments, much media attention, several highprofile startups and a lot of discussion about their role in higher education. One of the manyquestions regarding MOOCs is how to justify the expense of creating such a course. A relatedquestion yet to be answered is whether an appropriate business model can be implemented thatutilizes MOOCs as an education platform.The College of Engineering & Applied Science and the College of Business at the University ofXXXX collaborated on the design and implementation of the University’s first MOOC“Innovation and Design Thinking.” At the outset, the colleges designed the MOOC to be apossible entrée to online degree programs in either college. Faculty from both colleges wererecruited as content experts and representatives from the two colleges provided the planning andfacilitation to create and implement the MOOC.The colleges adopted the “MOOC to Degree” approach wherein students who completed theMOOC at a certain level of competency could receive college credit once the studentmatriculated into one of the relevant degree programs. Students could receive 2 credits towardeither the online Master of Engineering program or the online MBA program. The businessmodel situated the MOOC as a significant method for raising awareness of the degreeopportunities and providing students the chance to experience the quality of the online offeringsat no cost to the student. The university’s investment would be recouped when students opted toparticipate in the degree programs.The paper describes:  The process of developing the MOOC  Experience with offering the MOOC and lessons learned  Academic, administrative and budget considerations for the MOOC  Results obtained regarding number of participants, number completing the MOOC, number of students responding to interest in degree programs and number of students who applied to degree programs.

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