Abstract
Entrepreneurship education is a very important issue in the digital age. It aims to enable learners and society to respond to emergent economic and employment challenges. When entrepreneurs struggle to launch and sustain a new venture, the key question usually is not a lack of relevant knowledge, but the necessary fortitude and attitude to face down difficulties and challenges. Thus, entrepreneurs require development in the affective domain. However, most of courses emphasize the cognition and psychomotor functions, but neglect the affective domain. This study attempts to combine entrepreneurial Massive Open Online Courses (MOOCs) and blended curriculum design for affective learning. A total of 32 students participated in a 9-week social entrepreneurship program. Content analysis was used for comparison of the learning performance. The findings suggest that social entrepreneurship courses can be effectively used to help learners achieve learning objectives of different affective levels, but this is a time-intensive process, particularly for higher levels. The affective development of the final level takes longer to achieve; therefore, course designers should adopt a spiral structure which frequently revisits concepts in the last three levels. Moreover, MOOCs are designed for mass usage, and treat all learners uniformly. MOOCs’ course content should be supplemented and adjusted according to specific course goals and student needs.
Highlights
The digital era is a rapidly changing environment driven by Information and Communication Technologies (ICTs)
Massive Open Online Courses (MOOCs)-based courses allow for nearly universal access to instructional content delivered over the Internet
The achievement of affective teaching goals is an important task for entrepreneurship education in the digital era
Summary
The digital era is a rapidly changing environment driven by Information and Communication Technologies (ICTs). It increases the speed and extent of knowledge throughput in the economy and society, and creates new opportunities to generate new knowledge more frequently for adaptation to the changing surrounding environment. How to make good use of the benefits of ICTs in a controlled situation is a very important issue in the digital era. Employees with good entrepreneurship should be able to use emerging technologies to carry out effective activities for value creation. The cultivation of entrepreneurship can help employees better understand their work environment while providing entrepreneurs with the foundation to build new social or business activities to better capture new opportunities (Austin et al, 2006). Entrepreneurship education is an important issue in the digital era
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