Reference no: EM133944746

Question

Technology is an enabler to change the future classroom for entrepreneurship education. Since technology is growing so fast in the teaching and educational spheres, the virtual classroom could one day substitute the 'brick and mortar' experience. Business schools could, therefore, utilise technology to provide an MBA offering where students do not have to attend classes.

The NWU Business School's business model in terms of their MBA offering is based on the traditional classroom model with face-to face lecturing on the three sites of delivery. To stay on the cutting edge of business education in a very dynamic and fast changing environment, it is envisioned that the SBG should over time migrate to a business model offering a combination of synchronous and asynchronous e-learning. Synchronous elearning involves online studies through chat and videoconferencing in real time.

Asynchronous learning, on the other hand, is a general term used to describe forms of education and learning that do not occur in the same place or at the same time. Lectures are, for instance, recorded to enable students to later on view the lectures in their own time.

The value propositions offered by the traditional classroom model to the students, however, differ significantly from the model offered by digital or e-learning. Utilise Osterwalder's Business Model Canvas as a guideline to map out and discuss the nine dimensions for the traditional class room offering (brick-and-mortar) and the digital or e-learning classroom offering (virtual classroom). A clear distinction should be made between the value propositions (and for the other dimensions of the model) for the two business models based on the learning models.