Abstract
This article examines the implementation of an Internet-enhanced marketing planning course as compared to a traditional course. The hybrid course was designed to combine the best aspects of traditional and Internet teaching. The same instructor taught both courses in the same semester. Teaching evaluations and written comments were used to explore why the traditional course was unexpectedly still preferred. The findings suggest that universities carefully consider their goals, target markets and competitive differentiation before deciding how the Internet can best be integrated into the curriculum.
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