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互聯(lián)網(wǎng)能否令商學(xué)院消亡?

互聯(lián)網(wǎng)能否令商學(xué)院消亡?

Glenn Hubbard 2014年11月20日
雖然高等教育的網(wǎng)絡(luò)革命會(huì)催生新的教學(xué)方式,卻不會(huì)取代最優(yōu)秀的商學(xué)院。但是哥倫比亞商學(xué)院的院長(zhǎng)格倫?哈伯德認(rèn)為,教授利用課堂時(shí)間的方式將發(fā)生變化。

????1981年8月1日12點(diǎn)01分,MTV頻道開(kāi)始第一次播放節(jié)目,播放的是巴吉斯樂(lè)隊(duì)(Buggles)的名曲《錄像帶殺死廣播歌星》(Video Killed the Radio Star)。音樂(lè)行業(yè)革命的大幕由此拉開(kāi),許多人通過(guò)電視預(yù)測(cè)到了音樂(lè)行業(yè)的未來(lái),這引起了他們相當(dāng)大的擔(dān)憂(yōu)。當(dāng)然,如今MTV已經(jīng)讓位于YouTube,因?yàn)楹虳J相比,YouTube可以讓音樂(lè)家更快成名。但錄像帶并未殺死廣播——多項(xiàng)調(diào)查顯示,超過(guò)90%的美國(guó)人仍會(huì)每周聽(tīng)廣播。這可不是一個(gè)窮途末路的行業(yè)該有的跡象。革命或許確實(shí)發(fā)生了,但是并未產(chǎn)生許多人預(yù)想的那種破壞性后果。

????如今,隨著大規(guī)模在線公開(kāi)課程(MOOC)的激增,高等教育界也出現(xiàn)了類(lèi)似的擔(dān)憂(yōu)。從2008年第一節(jié)在線公開(kāi)課程出現(xiàn)至今,人們一直在問(wèn),我們是否還需要傳統(tǒng)課堂?既然只需要連接互聯(lián)網(wǎng)就能聽(tīng)到最優(yōu)秀的大學(xué)教授授課,我們?yōu)槭裁催€要上昂貴的大學(xué)?畢竟大學(xué)學(xué)費(fèi)的增速遠(yuǎn)遠(yuǎn)超過(guò)了通脹速度。著名的免費(fèi)MOOC提供商可汗學(xué)院(Khan Academy)和EdX等,都曾多次引發(fā)媒體類(lèi)似的發(fā)問(wèn)。

????然而,在擔(dān)心大學(xué)命運(yùn)的時(shí)候,我們不能忽視傳統(tǒng)課堂的獨(dú)特優(yōu)勢(shì)——正是這些優(yōu)勢(shì),使得課堂教育抵擋住了歷史上的無(wú)數(shù)次創(chuàng)新,例如函授課程或電視大學(xué)等。畢竟,人們?cè)诤芫靡郧熬涂梢詮膱D書(shū)館里借閱知名教授的教科書(shū),免費(fèi)汲取知識(shí),但這種免費(fèi)的、易于獲得的教育,并未減少大學(xué)申請(qǐng)人數(shù)。很顯然,坐在課堂里與教授和其他學(xué)生互動(dòng),是有效學(xué)習(xí)的一個(gè)不可替代的部分。在真實(shí)課堂教學(xué)中,教授也可以更有效地評(píng)估學(xué)生的學(xué)習(xí),根據(jù)直接的、非語(yǔ)言反饋對(duì)課堂策略進(jìn)行調(diào)整。他們還可以創(chuàng)造一種很舒適但具有挑戰(zhàn)性的環(huán)境,讓學(xué)生實(shí)現(xiàn)知識(shí)上的突破。

????高科技帶給高等教育的沖擊力既可以說(shuō)太多,也可以說(shuō)太少。

????商學(xué)院本身可以作為一個(gè)研究案例。在線課程便可以滿(mǎn)足人們對(duì)證書(shū)的需求(例如,你知道如何做某件事情嗎?),甚至成本更低的在線學(xué)位,有可能取代課堂體驗(yàn)——前提是這種課堂體驗(yàn)無(wú)法帶來(lái)學(xué)生之間、師生之間豐富的知識(shí)、信息與觀念交流。

????而商學(xué)院所面臨的在線課堂的競(jìng)爭(zhēng),并沒(méi)有那么激烈,因?yàn)樵谏虒W(xué)院,學(xué)術(shù)效益主要取決于學(xué)生、教師和商學(xué)院從業(yè)者網(wǎng)絡(luò)之間的有形聯(lián)系。因此,在線教育對(duì)優(yōu)秀商學(xué)院造成的破壞,遠(yuǎn)遠(yuǎn)低于評(píng)論家們的預(yù)測(cè)。

????At 12:01 a.m. on August 1, 1981, MTV began its first broadcast by playing a video for the hit Buggles song, “Video Killed the Radio Star.” It was an opening salvo for a revolution in the music industry, which caused no small amount of anxiety for many who foresaw a future of music via television. Of course, MTV has since given way to YouTube, which will make musicians famous far quicker than a DJ will. But video has not killed radio—multiple surveys show that more than 90% of Americans still listen to radio every week. That is hardly the sign of a dead industry. A revolution may have happened, but it did not have the destructive effect a lot of people thought it would.

????There is now similar anxiety about a revolution in higher education, as massive open online courses, or MOOCs, proliferate. Since the first such course appeared in 2008, people have asked whether we still need traditional classrooms. Why attend expensive colleges and universities—where costs have far outpaced inflation—when you can receive an education from world-class professors for the cost of an Internet connection? Popular free MOOC providers, like Khan Academy and EdX, have prompted many a headline of this variety.

????To worry about the fate of universities, however, you have to overlook the unique advantages of the traditional classroom—advantages that have allowed residential education to withstand numerous innovations in the past, from correspondence courses to television academies. After all, it has long been the case that you could receive a free education from a world-class professor by borrowing his or her textbook from a library, but that free and easy access has not lessened the volume of university applications. Clearly, being physically in a classroom, interacting with a professor and other students, is an irreplaceable component of effective learning. Professors can better assess a student’s learning in person, and adapt their in-class strategies based on immediate, non-verbal feedback. They can also create a comfortable but challenging environment where students will make the leaps that lead to intellectual breakthroughs.

????Too much and too little is being made of disruptive forces from technology shaping higher education.

????Business schools can serve as a case study. Online courses can meet a demand for certification (i.e., do you know how to do a particular thing?), and even an online degree can be a potentially lower-cost alternative to classroom experience—if that classroom experience does not offer a rich exchange of knowledge, information, and perspectives with fellow students and faculty.

????That competition is much less for the best business schools, in which so much of the academic benefit reflects physical connections among students, faculty, and the schools’ practitioner networks. In that sense, the disruption from online education for top schools is likely smaller than many commentators think.

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