Abstract
As online course delivery becomes an ever-increasing modality in marketing education, it is essential that marketing educators understand the unique factors that drive student course engagement in online versus face-to-face courses. This article develops and empirically tests a conceptual model grounded in the theory of mental self-governance which suggests different student thinking styles play varying roles in driving course engagement and satisfaction in online and face-to-face courses. The conceptual model is empirically tested by analyzing survey and objective learning achievement (final grade) data collected from 194 students enrolled in online marketing courses and 232 students enrolled in face-to-face marketing courses. Results indicate that delivery modality influences the effect distinct thinking styles have on course engagement. Interestingly, the analysis suggests that course engagement has a greater positive impact on final grades for students enrolled online compared with those enrolled in face-to-face marketing courses. The implications of these findings are discussed, offering valuable insights for educators navigating the evolving landscape of marketing education.
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