MOOC, marketing education, video lectures
Purpose: The paper explores how professors, in adopting short digital video lectures as a complementary teaching platform outside the classroom, could better enhance the learning experience for digital natives, i.e. millennial students, in challenging the growth of massive open online courses (MOOC). Specifically, the use of personalized, class-specific, video content made available on YouTube, in which the professor-of-record appears, is examined as a complementary learning platform for students required to read textbook material in preparation for class discussions.
Method / Design and Sample: Students were required to view class-specific digital videos on YouTube and thereafter complete a questionnaire to examine the stated hypotheses. A total of 182 students taking either face-to-face or online marketing classes participated in the study. A quiz was also administered among the students with the questions formulated from the videos.
Results: The collected data provided evidence that students learning experiences are enhanced if class-specific digital videos lectures are adopted as a delivery platform of class material. The learning experiences recorded by students are deepened even further if the professor-of-record actually appears in the videos.
Value to Marketing Educators: These findings offer marketing educators valuable insights on how their face-to-face and online classroom-learning environment can be enriched. Creating online digital videos helped students gain a better understanding of class material. Extending the academic reach outside the classroom by producing personalized, class-specific digital videos presents faculty with an alternative entry-point into students’ busy schedule that complements the depth of learning experienced in the classroom.
McGovern, Enda and Baruca, Arne, "Want to Enroll in a MOOC? No Thanks, My Professors Have Their Own Videos" (2013). Marketing Faculty Publications. 2.