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...stoward the course. Student Approaches to Learning Theorysemphasizes the context or learning environment in whichslearning takes place and its effect on the level of learning thatsoccurs as a result (=-=Marton & Säljö, 1976-=-). Since Marton andsSäljö’s initial work, the two learning approaches, that is,sdeep and surface, have been described as differing on thesdegree of motivation and strategy involved in the learningspro...

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...ple media. Evidence of the effectiveness of hybrid design’s potentialsbenefits is quantified in a meta-analytic summary (96 studies, 19,331 trainees) of a decade of training and educationsliterature (=-=Sitzmann, Kraiger, Stewart, & Wisher, 2006-=-).sFindings indicate that hybrid courses were more effectivesthan classroom instruction for teaching declarative knowledge (effect size .34, 13% more effective) and proceduralsknowledge (effect size ....

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...icant role in attracting students to a particular majors(Rask & Bailey, 2002), and students may change majors duesto the introductory course, with interest in subject being thesmost important factor (=-=Malgwi, Howe, & Burnaby, 2005-=-). Aspoorly taught section could have long-term consequences,snot only for students but also for the department. Taylor,sHunter, Horace, and Goodwin (2011) provide a comprehensive review of strategies...

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...ver, thesprinciples class is seen as a critical recruitment and retentionscourse for marketing majors and minors. Instructors can playsa significant role in attracting students to a particular majors(=-=Rask & Bailey, 2002-=-), and students may change majors duesto the introductory course, with interest in subject being thesmost important factor (Malgwi, Howe, & Burnaby, 2005). Aspoorly taught section could have long-term...

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...elivery of management education is at least as effective as traditional classrooms. Hybrid design research in the marketing education literature has examined undergraduate marketing capstone coursess(=-=Haytko, 2001-=-), Principles of Marketing courses (Priluck,s2004), and graduate-level Marketing Research and Marketingsof Financial Services courses (Estelami, 2012). All studiessinvolved the comparison of hybrid or...

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...s examined undergraduate marketing capstone coursess(Haytko, 2001), Principles of Marketing courses (Priluck,s2004), and graduate-level Marketing Research and Marketingsof Financial Services courses (=-=Estelami, 2012-=-). All studiessinvolved the comparison of hybrid or online course designssto the traditional face-to-face classroom approach. Eachscomparison used the same instructor in both course designssand the sa...

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...tisfaction and higher gradess(Sierra, 2010). However, a 12-year study of unsuccessfulsonline students suggests that the number one reason for students’ failure was “got behind and couldn’t catch up”s(=-=Fetzner, 2013-=-). Thus, to supplement the course calendar,sassignment due dates were posted in the course managementssystem’s announcements, and students were reminded insclass and by automated e-mail. In addition, ...

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...cation (Selingo, 2013). Hybrid course design completelysintegrates online learning resources and activities with faceto-face instruction that reinforces each other in a pedagogically valuable manner (=-=Ross & Rosenbloom, 2011-=-). Thesdesign involves a trade-off of face-to-face learning withsonline learning activities; online activities are not simplysadded to traditional classroom instruction. Hybrid design’sspotential bene...

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...s.nav DOI: 10.1177/0273475314547821 jmd.sagepub.com Article Introduction Hybrid (blended) learning has been recently recognized assone of the most promising aspects of innovation in higherseducation (=-=Selingo, 2013-=-). Hybrid course design completelysintegrates online learning resources and activities with faceto-face instruction that reinforces each other in a pedagogically valuable manner (Ross & Rosenbloom, 20...