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Babson College: Creating a Blended MBA Program
2/3/2003
The term blended learning has many meanings. Some people view it as a blend
of technologies; others view it as a blend of experiences. Babson College defines
blending as using the correct delivery techniques to achieve specific learning
objectives. This allows us to leverage face-to-face and technology-based learning
modes—whether synchronous and asynchronous, broadcast or simulation—based on
our pedagogy and learning objectives.
During the 1990s Babson College transformed its course-based MBA curriculum into an integrated set of learning experiences that immersed students in the study of business life cycles. It also transformed its undergraduate curriculum by integrating its business core and liberal arts programs and migrating to a competency-based model for outcome measurement. These early innovations positioned its faculty and program administrators to develop an MBA program that blended technology and face-to-face teaching in a semi-customized approach to learning.
In the first phase of this program, which is now in progress, Intel Corp. employees are able to earn an MBA in 27 months without leaving their jobs and without moving to Babson. Through a unique mix of on-site classroom sessions and eLearning activities, Babson's modular curriculum is delivered to the students at their locations.
Design Approach
Babson's integrated curriculum was a natural starting point from which to build
a blended MBA program. The development of an integrated educational program
10 years ago provided us with insights into how complex subjects could be woven
together to form a complete learning experience. It also introduced the idea
of segmenting or chunking the curriculum into units of learning—modules, streams,
and sessions—without introducing a disruptive delivery mechanism like Web technology.
This decade of experience provided Babson's faculty with time to develop a culture
of integration in the design and delivery of the program. It also ingrained
in them the practice of rapidly redesigning modules in a team environment, a
skill that has proven critical for moving the experience online.
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Technology Delivery Model The blended MBA was developed to support easy access to learning content, collaboration, and flexibility. The core is a learning management system integrated to a synchronous conferencing system. Supporting these Web-based platforms is CD distribution for content that may be bandwidth-intensive and to provide some learning assets in a disconnected format. The resulting student and faculty experience is a blended one where the appropriate tools can be utilized to achieve the learning objectives. As with any system, human interaction is a key critical success factor. In this case, faculty and student support are required to ensure that the technology remains transparent. Additionally, face-to-face sessions are required to teach those subjects and concepts that are not naturally supported through the technology. |
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