Student’s attitudes towards technology-enhanced learning resources for an introductory marketing course

McPhail, Janelle and Birch, Dawn (2004) Student’s attitudes towards technology-enhanced learning resources for an introductory marketing course. In: ANZMAC 2004: Marketing Accountabilities and Responsibilities, 29 Nov–1 Dec 2004, Wellington, New Zealand.

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Abstract

Marketing educators are faced with the challenge of embracing new technologies for developing learning tools and adopting teaching strategies that facilitate active learning. This study evaluates 291 undergraduate marketing students’ attitudes toward technology-enhanced learning resources provided on CD-ROM and a course homepage. Compatibility and study performance were main predictors of students’ attitudes. Less than 20% of the students indicated that they have a negative attitude towards a shift from paper-based materials to a technology-enhanced learning environment. Based on the findings of this study, a transition phase that retains some print-based materials is strongly recommended.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Authors retain copyright.
Depositing User: Dr Dawn Birch
Faculty / Department / School: Historic - Faculty of Business - Department of Marketing and Tourism
Date Deposited: 11 Oct 2007 01:12
Last Modified: 22 Oct 2013 04:43
Uncontrolled Keywords: technology-enhanced learning; student attitudes; educational technology; introductory marketing; e-learning
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1302 Curriculum and Pedagogy > 130203 Economics, Business and Management Curriculum and Pedagogy
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI: http://eprints.usq.edu.au/id/eprint/2659

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