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Minor Project BUSN 240

Minor Project 1 Marketing Principles


Jessica Kern
Regent University

Minor Paper 1 BUSN 240

Abstract
The astonishing growth of technology is having a significant impact on the ways schools offer
education and students choose the medium of learning on-line or on-site. Due to direct result of
the growing technological capability, courses are being taught online in order to meet increased
student needs for online learning opportunities rather than the tradition classroom setting. A
logical question that arises is why a particular student prefers on-line over in-person classes or
vice-versa. The main object of this paper is to understand the students perception on either onsite or on-line medium of learning and schools marketing techniques and tapping respective
students requirements. With the advent of internet on-line learning medium has become most
preferred option, but still there are many students who prefer not to learn through on-line
medium. To study the on-site and on-line operations from a marketing perspective is the objective
of this paper.
The threefold objectives of this paper includes:
a) compare and contrast the demographics, psychographics, needs, and wants of the market
segments attracted to each of the on-site and on-line
b) compare and contrast the products/services offered by the school that meets the on-site
and on-line segments
c) compare and contrast how the school advertises to each of the on-site or on-line segments

Demographics, psychographics, needs, and wants of the market segments attracted to each
of the on-site and on-line

Minor Paper 1 BUSN 240

In the not-so-distant past, the relatively small number of people who took online classes in
the U.S. saw at-your-own-pace learning as a good alternative to traditional, in-person classes.
Adults with careers and children often took advantage of online classes and degrees due to the
convenience the classes afforded them to learn anywhere, anytime. In the minds of many people,
online degree programs were largely associated with for-profit institutions, even though many
nonprofit institutions offered individual online courses. [Bailey, Barton, & Mullen (2014)].
Students with some experience and who are currently working cannot get time required to attend
on-site classes. In addition, students who were graduates, married, residing off campus and male
were more satisfied with online education. [Beqiri, Chase, & Bishka (2010)]. Young students and
students without a gap year or having no exposure to any work outside the campus tend to like
classroom setting. Daugherty and Funke (1998) surveyed online students and results showed
factors such as: the convenience of completing coursework at home; study times that adjusted to
family activities; and access to a larger amount of information and interactivity via the internet.
Koons (2012) indicated that students who were unable to attend college and whose promotion at
work depended on a college education were also obliged to enrol for online classes.

Products/services offered by the school that meets the on-site and on-line segments
Schools offer online and internet courses, face-to-face and traditional courses, and blended
and hybrid courses. Online and internet courses are defined as courses that deliver material
entirely online and students interact with instructors entirely online. Face-to-face and traditional
courses are courses that deliver material face-to-face and students interact with instructors faceto-face. Blended and hybrid courses are defined as courses that deliver material both face-to-face
and online and students interact with instructors both online and face-to-face. Online education is
a descendent of and has a shared history with correspondence learning. However, in a review of

Minor Paper 1 BUSN 240

the research by Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, and Liu in 2006, the
researchers presented numbers to demonstrate that enrollment in online education is increasing
33% in the United States each year. In a study by Castle and McGuire (2010) the researchers
found that the data shows a trend suggesting that both undergraduate and graduate students
preferred onsite learning to either online or blended learning. It is interesting to note that
undergraduates preferred blended learning to online learning while graduates preferred online
learning to blended learning.

How the school advertises to each of the on-site or on-line segments


The prospective online student is not a particularly savvy shopper. Eduventures has noted
in several of its adult higher education consumer reports over the years that most online student
prospects only consider 2-3 schools, setting the highest priority for schools local to them and
those that have been recommended to them by a personal acquaintance (Eduventures, 2012). In
an increasingly competitive market, better-respected institutions with large networks of students,
faculty, and alumni, will gain the reputational advantage. With respect to the on-site, even the
online advertisements through social media, flyers, advertisement on education news media and
through school ranking magazines.
In order to compete in todays educational market, schools are integrating more and more
technology into their environments. The students of this generation have grown up with the
technology and most are quite comfortable with it. Schools need to enhance their teaching with
technology without losing site of the basic long term goals of educating our students to become
global citizens of the world. Technology tools can be and are being incorporated into both on-site
and online classes. [Ben-Jacob & Ben-Jacob (2013)]

Minor Paper 1 BUSN 240

References
Koons, K. (2012). New study students prefer online college classes to traditional classes
Bailey, A., Barton, C., & Mullen, K. (2014, June 18). The Five Faces of Online Education.
Retrieved November 15, 2015, from

Minor Paper 1 BUSN 240

https://www.bcgperspectives.com/content/articles/education_consumer_insight_five_faces
_online_education_what_students_parents_want/
Beqiri, M. S., Chase, N. M., & Bishka, A. (2010). Online course delivery: An empirical
investigation of factors affecting student satisfaction. Journal of Education for Business
85, 95-100.
Daugherty, M. and Funke, B.L. (2007). University faculty and student perceptions of webbased
instruction. In The Journal of Distance Education, 13(1), (pp. 2139). Retrieved from
http://www.jofde.ca/index.php/jde/article/viewArticle/134
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Lui,
X. (2006). Teaching courses online: A review of the research. Review of Educational
Research, 6(1), 93-135. Retrieved September 22, 2010
from http://rer.sagepub.com/cgi/content/abstract/76/1/93
Castle, S. R., & McGuire, C. J. (2010). An analysis of student self-assessment of online, blended,
and face-to-face learning environments: Implications for sustainable education
delivery. International Education Studies 3(3), 36-40.
Eduventures. (2012). The adult higher education consumer 2012: Which way now? Boston, MA:
Eduventures.
Ben-Jacob & Ben-Jacob (2013). Perspectives on Online and On-Site Pedagogy: The Impact of
Technology Now and in the Future