Information Technology‐based Innovation in International Marketing Education: An Exploration of Two Learning Environments

Abstract

Information technology (IT) innovations have and continue to have a significant impact on international marketing practice and customer interactions. With the marketing environment becoming increasingly dependent on technology, marketing teaching in higher education faces a challenging task of effectively leveraging technology in diverse learning environments. This article investigates key developments of recent years and explores drivers of learners' satisfaction within two different IT-based learning environments. Both virtual classrooms via video conferencing technology and the use of simulations for testing international marketing campaigns will be investigated. Factors which contribute to successful teaching outcomes by means of these technologies are identified. A learner satisfaction model for IT-based learning environments is used for identification of these factors and recommendations for marketing educators based on the evaluation of the results are given.

Internationalization at a Distance

“…Studies on the development of cultural intelligence (MacNab, 2012) and a global mind-set (Erez et al, 2013) were also typically set in the context of culturally diverse teams working on online collaborative projects across borders. Given the importance of technology for learning in web-based or virtual classrooms, a wide range of studies investigated the use of online media in management education, including videoconferencing, computer-based simulations (Sinkovics, Haghirian, & Yu, 2009), synchronous chat (Cox, Carr, & Hall, 2004), and asynchronous forum discussions (Comer & Lenaghan, 2013).…”

The Problem of Constructive Misalignment in International Business Education: A Three-Stage Integrated Approach to Enhancing Teaching and Learning

“…For example, an empirical study conducted by Almarabeh (2014) found that students in higher education institutions are not only highly qualified and accepting users of e-learning systems but with the desire to utilize them in even more advanced manners. In support of this finding, Sinkovics, Haghirian, & Yu (2009) and Lai, Luo, Zhang, Huang, & Rozelle (2015) find empirical evidence which suggests that e-learning environment (i.e. technology-facilitated situations) is more effective than non-technology-based traditional classrooms in terms of arriving at deeper learning, whereby students appear to engage in thinking and responding to questions differently across these two environments.…”

“…The more recent fast advancement of information and communication technology networks, as well as multimedia is pushing instructors in the direction of adopting e-learning methods (Almarabeh 2014;Tsai, Tsai, & Lin 2015;Gündüz, Alemdağ, Yaşar & Erdem 2016). While the traditional form of education still dominates, technology is argued to be effective in facilitating learning and assessment (Lai, Luo, Zhang, Huang, & Rozelle 2015, Sinkovics, Haghirian, & Yu 2009. Some prior literature adapts the constructivist view to argue that effective learning should be the main driver in the selection of technology to enhance design of goals, standards, and assessment (Quellmalz & Kozma 2003;Tsai, Tsai, & Lin 2015).…”

“…This problem is particularly prone in the case of IB for the reason that the subject area is multidisciplinary in nature, requiring possession of a critical mind and ability to comprehend extensive new knowledge. However, recent education literature suggests that the existing teaching approach of one-direction in-class lecture, predominant across social sciences, is potentially (partially) ineffective in delivering positive learning experience (Sinkovics, Haghirian, & Yu 2009;Howard 2015). Consequently, the challenge for many IB practitioners becomes the use of the 'right' tools to make positive changes in course design and delivery.…”

“…Contribution is made to the education literature on constructive alignment as an useful paradigm to unveiling the problem of a knowledge 'gap' and enhancing the quality of teaching and learning in IB courses in business schools. Whilst previous literature evidences the value of this approach, limited studies have focused on the specific context of IB which is particularly prone to the problem of misalignment between theory and application (Sinkovics, Haghirian, & Yu 2009). The second contribution is that, by drawing on the constructive alignment perspective this study proposes a three-stage integrated approach to IB course design for enhanced learning experience.…”