An analysis of effective marketing campaigns that promote blended learning in Canadian universities

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Title : An analysis of effective marketing campaigns that promote blended learning in Canadian universities

Introduction

Over the years, there has been a need for alternative instructional models that have affected many self-spaced online programs. Most of these programs are not personalized enough to control drop-out rates for students. Most students are left to learn alone, which encourages them to drift and drop their courses. This study looks at how it can achieve an effective marketing campaign that will blend Canadian universities’ studies. The task is relevant as it will focus on marketing campaigns, which means that universities used to accomplish innovation diffusion and methods that can change the integration of the new university online programs.

The target audience of this study will be international students, freshly graduated local students, lecturers, and administrators on how they are adopting blended learning (BL) in higher, graduation, or post-graduation education.

· Proposal introduction should have below five components in same sequence as written like first Establishing the problem then Reviewing the literature so on…
1. Establishing the problem leading to the study

2. Reviewing the literature about the problem (Need content)
3. Identifying deficiencies in the literature about the problem (Need content )
4. Targeting an audience and noting the significance (Need content)
5. Identifying the purpose of the proposed study (Need content)

   

 Literature review 

The primary purpose of this study is to create a marketing plan that will help the universities to improve their potentials in the market of online learning. Through a marketing plan, the universities will implement and record results using different data collection methods.
The zaltman review studies show testimonials of how marketing a new product can be successful in the market without involving the media advertisements. When you market a product, there are different views from the customers. People usually talk about something depending on how excited and good they feel about it (Zaltman et al., 2020). On the other side, they will talk about those poor experiences with a given product. Therefore, a product needs to be delivered consistently into the market to obtain positive testimonials from satisfied customers.

These findings can be related to marketing online programs if an institution wants to adopt essential marketing strategies. These effective campaigns should attract more enrolment of students and lower drop-out rates. There are factors that will influence how the implementation of the marketing plan will be adopted. But the whole institution should be prepared and educated on how it will go about it before any innovations are made on the programs.

From the study done on Harvard, it was discovered that people usually consistently purchase a product if the experience they have with the product excites them or it’s good. The same case applies to online programs. Students follow what they tend to feel interests them. Action research data collection is appropriate for this study. It will enable the researcher to get a data set that will help them draw inferences based on the marketing plan. It will help the researcher to make recommendations for future university marketing initiatives (Alammary et al., 2016).

They will represent the large sample as they will be used to question the extensive sales of the programs and the customer experiences from most students who have used the program. With the help of the relevant agent, we will be able to develop a marketing plan that will involve many onsite promotional presentations that will encourage the students, lecturers to register for the online programs. From this exploration, we will use the qualitative findings to develop assessment measures that will be used to conclude the large sample.

Different findings arise from these reviews, which enhance an effective way of marketing that will increase enrolment of students to the online programs. These findings will act as residual effects that will affect the sponsoring institutions and the whole education system. The effects will contribute to the body of literature on how they can market their products online.

Need more content of 5 pages for Literature review

Gaps in literature

 
Your title is to see the effects of marketing campaign, but the proposal is about Blended learning only why ?

Need content

This study will provide research and synthesis on how the adoption of BL will improve students learning, lecturers’ teaching, and administrators’ activities based on the research question.

Statement of the problem

We get that research on effective marketing strategies neglects practices that involve blended learning objectives from the study. The literature in this study will involve studying blended learning and marketing to implement innovation diffusion in higher education.

When dealing with students, academic administrators think that creating distance educational programs is all that a student needs. They waste many resources creating ineffective marketing strategies that don’t follow any implementation plan (Garrison et al., 2018). In the end, they fail to improve on the needed innovations.
I want to study marketing campaigns because I want the universities in Canada to improve their service delivery. Students should not drop out of courses because they are not motivated to study online. Studying online should be taken seriously, as the face-to-face activities of the students with the lecturers (need relevant references). I intend to accomplish a free and fair strategy that will protect the needs of the students, lecturers, and administrators without adding any extra costs or expenses to the universities. The central controlling idea of this study is based on blended learning, where technological innovations are used to improve students’ performance.

This main idea is written in several sentences that explain why it’s appropriate to promote blended learning in all our higher learning institutions. The main objectives of implementing the blended learning programs include improving student participation, how they prepare for their exams and lessons, and understanding of their courses. The adoption approach will involve a new instructional strategy that will guide the researcher on how the students will go about it. Also, another objective of blended learning is to boost learners’ efficiency. The administrators and lecturers will help learners access their learning materials instantly wherever they are and whenever they need them. This approach will help learners to get more knowledge in less time, which will encourage them to complete their courses effectively and quickly.

A blended learning program promotes advanced and high-quality technologies that will improve the students’ achievements academically. When the students get all materials, they need they are motivated to keep on studying online. To create digital literacy, better resources will facilitate their learning (Garrison et al., 2018). Achievements come through efforts made by the students, lecturers, and support from the administration. 
From this research, we get that the main aim of this study is to address effective marketing campaigns that will help promote blended studies in Canadian universities. The study will use qualitative and quantitative data collection methods to explore how we can obtain data from the students. The experimental sequential design will be appropriate as we will use a sampling method where a small sample will be taken to determine the qualitative findings of the online program.

Research Questions

RQ1: What factors affect international students, lecturers, and administrators if Canadian universities adopt Blended learning (BL)?
RQ2: What are the practices involved when you want to implement B L in higher education?
RQ3: What strengths, weaknesses, opportunities, and threats are involved for universities if they spend more marketing budgets on promoting integrated learning education?
RQ4: What outcomes can we anticipate from integrated learning in the Canadian education system in the next five years?
RQ5: What would be the stance of the Canadian government towards the growing demand for Blended learning education?
RQ6: How would integrated learning programs impact international students who prefer to do their higher studies at Canadian universities?

References (Need all relevant references with citations)

Alammary, A., Sheard, J., & Carbone, A. (2016). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4).
Garrison, D. R., & Vaughan, N. D. (2018). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Zaltman, A & Rodríguez, L. (2020). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & education, 56(3), 818-826.
Okaz, A. A. (2015). Integrating blended learning in higher education. Procedia-Social and Behavioral Sciences, 186, 600-603.
Kumar, V., & Mittal, S. (2020). Mobile marketing campaigns: practices, challenges and opportunities. International Journal of Business Innovation and Research, 21(4), 523-539.
Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185-195.
Bonk, C. J., Kim, K. J., & Zeng, T. (2015, June). Future directions of blended learning in higher education and workplace learning settings. In EdMedia+ innovate learning (pp. 3644-3649). Association for the Advancement of Computing in Education (AACE).
Caner, M. (2017). The definition of blended learning in higher education. Blended learning environments for adults: Evaluations and frameworks, 19-34.
Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523-2546.
Al-Huneidi, A., & Schreurs, J. (2018). Constructivism based blended learning in higher education. International Journal of Emerging Technologies in Learning (iJET), 7(1), 4-9.
El-Mowafy, A., Kuhn, M., & Snow, T. (2013). Blended learning in higher education: Current and future challenges in surveying education. Issues in Educational Research, 23(2), 132-150.
Galvis, Á. H. (2018). Supporting decision-making processes on blended learning in higher education: literature and good practices review. International Journal of Educational Technology in Higher Education, 15(1), 1-38.
Serrano, D. R., Dea‐Ayuela, M. A., Gonzalez‐Burgos, E., Serrano‐Gil, A., & Lalatsa, A. (2019). Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273-286.

Gannon-Cook, R., Crawford, C., and Varagoor, G. (1998). Three academics review their use of distance education training in the areas of education, administration, and health sciences. Roundtable discussion presented at the 1998 AERA Conference, Montreal, Canada.

DePaul University Web Site. (2008). School for New Learning online degree programs. Retrieved on May 26, 2008 from http://www.snlonline.net/

Academic Integrity Statement:

I agree that the work in this research project. is my own work and that I have given credit to all sources of information used in my paper/project/exam/assignment by including citations and references in APA format. I acknowledge that I am expected to exercise the utmost academic integrity in all work submitted for this course.

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