Purpose: The purpose of this paper is to explore and critically assess the potential value and effectiveness of massive open online courses (MOOCs) for public administration education. Design/methodology/approach: The research in this conceptual paper offered a critical examination of MOOCs using the work of Baudrillard, Debord, and others to re-frame and reconsider our understanding of this emerging educational strategy. Findings: Baudrillard's simulacrum and Debord's spectacle concepts can inform the discussion and understanding of MOOCs in higher education. Research limitations/implications: This is an emerging area that needs further study and development. Practical implications: MOOCs might contribute to the blurring of lines between educational products that are needed and products for which a need is manufactured by corporate interests. Social implications: MOOCs might contribute to the commodification of knowledge in higher education. Originality/value: This is the first conceptual paper exploring MOOCs and their issues using Baudrillard and Debord.