2022 EDSIG Proceedings: Abstract Presentation
Pedagogical Approaches in Digital Marketing Analytics Course
Shaoling Zhang
University of North Carolina Wilmington
Lisa Scribner
University of North Carolina Wilmington
The increasing demand for digital marketing analysts in the marketplace is influencing business schools to create opportunities to specialize in digital marketing analytics courses. However, educators face challenges in designing courses that prepare students with strategic digital marketing knowledge, technical skills, and strong communication skills. This paper will describe two pedagogical approaches (i.e., client project-based and simulation-based) and analyze their differences under the practice-informed model. The project-based approach uses real, authentic digital marketing problems that involve students in design, problem solving, and decision making, and concludes with realistic recommendations as deliverables. The simulation-based approach employs an internet-based, synthetic business environment in which students follow an iterative cycle of analyzing, planning, making decisions about new or existing digital marketing strategies, implementing tactics, and evaluating outcomes. The authors will describe the application of both approaches in their digital marketing analytics courses reoccurring over semesters and discuss students’ qualitative and quantitative learning outcomes. The paper will conclude with the strengths and weaknesses of both approaches and suggest best practices that enhance teaching and learning experiences.
Keywords: digital marketing analytics, project-based, simulation-based, practice-informed model
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