The Google Online Marketing Challenge: Classroom Learning with Real Clients, Real Money, and Real Advertising Campaigns

Jansen, Bernard J.; Hudson, Karen; Hunter, Lee; Fang, Liu; Murphy, Jamie

doi:10.1080/15252019.2008.10722147

Cited by 16 publications

(9 citation statements)

References 4 publications

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“…Students have worked with clients as varied as a comic book store, a small manufacturing company, and an adoption agency (Tuzovic, Wetsch, & Murphy, 2011). The GOMC has also been the subject of various academic articles from educators, reflecting on how it enhanced their modules (e.g., Brown & Albright, 2013, Neale et al, 2009) and student employability (e.g., Jansen, Hudson, Hunter, Liu, & Murphy, 2008; Tuzovic et al, 2011). This is, thus, a successful experiential learning initiative.…”

Section: Developing a Successful Experiential Learning Initiative: Thmentioning

confidence: 99%

Learning From Simulation Design to Develop Better Experiential Learning Initiatives

Canhoto

Murphy²

2016

Journal of Marketing Education

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Simulations offer engaging learning experiences, via the provision of feedback or the opportunities for experimentation. However, they lack important attributes valued by marketing educators and employers. This article proposes a “back to basics” look at what constitutes an effective experiential learning initiative. Drawing on the education literature, the article presents a set of propositions for the development of initiatives that deliver deep learning, promote engagement, and develop digital marketing and soft skills. The article notes the attributes of simulations that deliver effective experiential learning, but also where other formats may be superior to simulations, and advocates for an integrative approach. The article illustrates the application of these propositions, and integrative approach, to the development of a highly successful experiential learning initiative, the Google Online Marketing Challenge. The article concludes with the following recommendations for marketing educators engaged in experiential learning: students need to plan, execute, and assess their actions, which requires the provision of feedback mechanisms as part of the experience; the experience should be gamified to increase engagement; developers need to provide guidance and support, to both students and educators, to reduce extraneous cognitive load; the initiative needs to develop digital marketing literacy, as well as soft skills.

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Section: Developing a Successful Experiential Learning Initiative: Thmentioning

confidence: 99%

Learning From Simulation Design to Develop Better Experiential Learning Initiatives

Canhoto

Murphy²

2016

Journal of Marketing Education

Self Cite

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“…For instance, personalized recommendations are being sent to consumers based on online "footsteps" of prior purchases (Tam and Ho 2006). Furthermore, Google has spearheaded keyword search advertising, which displays text advertisements in real-time based on search words ( Jansen, Hudson, and Hunter 2008), and Yahoo has begun to display video and image advertisements based on search words (Clifford 2009). Considering the availability of personal images on the Web due to the widespread employment of social networking sites, the idea of self-endorsing may spread quickly.…”

Section: The Self-endorsed Advertisementmentioning

confidence: 99%

Self-Endorsing Versus Other-Endorsing in Virtual Environments

Ahn

Bailenson

2011

Journal of Advertising

126

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Self-endorsing-the portrayal of potential consumers using products-is a novel advertising strategy made possible by the development of virtual environments. Three experiments compared self-endorsing to endorsing by an unfamiliar other. In Experiment 1, self-endorsing in online advertisements led to higher brand attitude and purchase intention than other-endorsing. Moreover, photographs were a more effective persuasion channel than text. In Experiment 2, participants wore a brand of clothing in a high-immersive virtual environment and preferred the brand worn by their virtual self to the brand worn by others. Experiment 3 demonstrated that an additional mechanism behind self-endorsing was the interactivity of the virtual representation. Evidence for self-referencing as a mediator is presented.

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“…Jansen, Hudson, Hunter, Liu, and Murphy (2008) conducted a study on the campaign experience from Google Online Marketing Challenge, which is related to Google AdWords. Based on the results from a post-Challenge survey, Jansen and colleagues found that while students seemed to have some understanding of the tools, what they needed the most was the hands-on experience in using AdWords or similar platforms.…”

Section: Literature Reviewmentioning

confidence: 99%

Can Google Analytics Certification Cultivate PR Students’ Competency in Digital Analytics? A Longitudinal Pedagogical Research

Meng

Jin

Lee

et al. 2018

Journalism & Mass Communication Educator

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This longitudinal pedagogical research investigates students’ perceptions and learning outcomes by integrating web and social analytics–based learning activities (i.e., Google Analytics courses and certification test) into Public Relations Research course design. Results from the pretest before introducing the analytics learning assignment confirmed that students’ knowledge on web and social analytics is low but their desire to learn is high. Results from the posttest after passing the certification test indicated students are eager to have more experience-based learning activities to apply knowledge related to web and social analytics in public relations research and practice. More pedagogical recommendations are discussed.

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The Google Online Marketing Challenge: Classroom Learning with Real Clients, Real Money, and Real Advertising Campaigns

Cited by 16 publications

References 4 publications

Learning From Simulation Design to Develop Better Experiential Learning Initiatives

Learning From Simulation Design to Develop Better Experiential Learning Initiatives

Self-Endorsing Versus Other-Endorsing in Virtual Environments

Can Google Analytics Certification Cultivate PR Students’ Competency in Digital Analytics? A Longitudinal Pedagogical Research

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