Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance

Autor/inn/en	Cannon, Joseph P.; Lohtia, Ritu; Paulich, Brianna JeeWon
Titel	Blended Learning in Principles of Marketing: The Effects of Student Differences on Student Performance
Quelle	In: Journal of Marketing Education, 45 (2023) 1, S.70-90 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paulich, Brianna JeeWon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/02734753211058357
Schlagwörter	Blended Learning; Academic Achievement; Higher Education; Public Colleges; Business Schools; Metacognition; Self Efficacy + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit
Abstract	Blended learning, which combines the benefits of both online learning and face-to-face instruction, is becoming popular in higher education. Despite its increase in application, there is limited research on the mechanisms to improve student performance in blended learning courses. This article aims to identify and empirically test individual factors influencing student performance in an introductory marketing course offered in a blended learning format. Through two surveys conducted during the semester at two large, public business schools, we find that metacognitive regulation, metacognitive knowledge, and student effort enhance student performance in blended learning courses. We also find that self-efficacy and course-specific attitudes affect metacognition and student effort. Based on the results, we provide practical strategies to design blended learning courses that improve student performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01