The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed.

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This study analyzes relationships between corporate social responsibility, consumer-company identification, brand prestige, and purchase intention. A self-report survey yields data for 252 college students. After confirming reliability and validity of survey questionnaire, the structural equation modeling was used for tests the model. Results were summarized as follows: (a) CSR image has a significant positive effect on brand prestige and consumer-company identification. (b) Brand prestige has a significant positive effect on consumer-company identification. (c) Consumer-company identification has a significant positive effect on purchase behavior. (d) Consumer-company identification mediates the effect of CSR image on consumers' purchase intention. This outcome reveals that CSR image creates consumers' identification with the company, which may enhance consumers' purchase intention.

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