Analysis of Developing Learning Outcomes in Online Marketing Courses

This report examines the development of learning outcomes in online marketing courses, focusing on how these courses instill knowledge of target markets, customer relationships, and product adjustments. It explores various online teaching methods like logging in, listening to lectures, completing assignments, and engaging in discussions. The report outlines expected student performance and grading, emphasizing the importance of meeting instructor expectations and achieving a passing mark. It also details cognitive objectives, such as analyzing environmental forces, applying concepts in a global context, and illustrating marketing's role in business growth. Psychomotor and affective objectives are also included, emphasizing organizational management and understanding marketing principles. The paper concludes by explaining the choice of verbs used to create objectives, and the relevance of Bloom's taxonomy, with a focus on enabling objectives to support the course's overall goals. References include key academic sources supporting the analysis.

Running head: DEVELOPING LEARNING OUTCOMES 1
Developing Learning Outcomes
Name
Professor
Course Code
Date

DEVELOPING LEARNING OUTCOMES 2
Marketing courses
Abstract
This paper looks at marketing courses offered online by different institutions of learning.
These courses most focus on promotion, advertisement, statistical analysis, and merchandising.
While taking this course the student is expected to take other additional lessons which include
public speaking, E-commerce, sales logistics, graphic design, sales, and marketing principles
(Haßler, Major & Hennessy, 2016). These additional courses equip the student with additional
knowledge which may be essential while performing marketing activities. Besides this, they
enable the student to select the best target market in which they should promote a specific
product.
Marketing courses
Marketing courses are aimed at instilling knowledge on how to apply to a specific target
market, how to manage best relationships with business partners, employees, and customers.
Also, they equip the learner with knowledge to the extent they should change a given product or
service (https://www.pacificu.edu/business-administration/marketing/outcomes).
There are various ways of teaching online marketing courses to students and all vary
according to the institutions a student enrolls in. Logging On is one of the teaching methods
where students are required to have access to computers with a reliable network accessibly login
On to the school website the students can access learning materials and the units to be taken in
the course. Listening to and reading a lecture material is another form of online learning
available to the student (Kyndt, Gijbels, Grosemans & Donche, 2016). By the use of this method
students usually have an opportunity to listen or read recorded lectures from the professor.

DEVELOPING LEARNING OUTCOMES 3
Lectures are usually recorded and uploaded on the main site where it is available as a slideshow
or a text document.
In online marketing, students complete their assignments online on their course
management software. By the use of this platform, students download assignments, complete and
upload them on the required deadlines. These online assignments often recommend students to
purchase reading materials that can be found online. The other method applied in online learning
of marketing courses is engaging in discussions. Most of the colleges and universities make it a
requirement for students to conduct weekly discussions with the rest of the students. This is
facilitated by positioning discussions onboard or engaging g in group chats which can be
performed online at a specific time.
Anticipated grade or content level in the online marketing course
Due to the challenges faced when conducting online marketing courses the instructor
usually has a definite grade and content expectation that should be met by the students. Students
are expected to cover every content given by the instructor from the beginning of the course to
its end. This is done by monitoring all assignments submitted by the students in the course of the
learning process. Some of the assignments given mainly contribute to the final grade attained by
the student in addition to their final exam. Depending on the institution of learning the
anticipated grade may differ from one institution to another. However, students taking online
marketing courses are expected to attain a given pass mark set by the university or a collage for
them to graduate or proceed to the next semester. These grades are set in a standard manner and
the instructor expects every student who strictly adheres to the learning process to achieve
(Suparsa, Mantra & Widiastuti, 2017).

DEVELOPING LEARNING OUTCOMES 4
Cognitive objectives
The student should be able to analyze the interaction of environmental forces and
marketing.
Analysis level
The student should be able to apply concepts and knowledge in understanding the challenges and
on issues affecting marketing in a global context.
Application-level
Students should have the capacity to make illustrations of the role played by marketing in the
growth process of a business.
Comprehension level (Anderson& Krathwohl et al., 2001).
Psychomotor objective
The student is required to detect the role of organizational management in marketing its
products.
Perception level
Affective Objective
The student is required to understand the principles of marketing.
Receiving Phenomena
Enabling objective
Student are required to apply knowledge and concepts in understanding the challenges
and on issues affecting marketing in a global context
The students should understand challenges affecting marketing globally
The student should apply concepts learned to solve issues affecting marketing(Simpson, 1972).

DEVELOPING LEARNING OUTCOMES 5
Conclusion
In this paper sever objectives have been developed to assist the learner to achieve
terminal course objective. The choice of the verbs used to create cognitive, psychomotor and
affective objectives was arrived at due to the weight these verbs exerted to the expected
objectives. Bloom's level is chosen according to the expectation which the instructor expected
the students to meet by the end of the learning process. The choice of the objective to expand and
achieve enabling objectives was due to the applicability nature of the objective. It is enabling
objectives to support the course terminal by showing the leaner the applicability nature of the
course.

DEVELOPING LEARNING OUTCOMES 6
References
Anderson, L. W., & Krathwohl, D. R., et al. (Eds.). (2001). a taxonomy for learning, teaching,
and assessing: A revision of Bloom’s taxonomy of educational objectives. Boston, MA:
Allyn & Bacon (Pearson Education Group).
Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the
evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156.
Retrived from https://www.pacificu.edu/business-administration/marketing/outcomes
Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional
development: Mapping informal learning activities, antecedents, and learning
outcomes. Review of educational research, 86(4), 1111-1150.
Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain.
Washington, DC: Gryphon House.
Suparsa, I. N., Mantra, I. B. N., & Widiastuti, I. A. M. S. (2017). Developing learning methods
of Indonesian as a foreign language. International journal of social sciences and
humanities, 1(2), 51-57.