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

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.