Methods in Digital Marketing

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METHODS IN DIGITAL MARKETING THROUGH SOCIAL MEDIA
TECHNOLOGY TO ADVERTISE HIGHER EDUCATION BLENDED
LEARNING PROGRAMS
Dustin Bessette, Sharon L. Burton
National Graduate School of Quality Management (UNITED STATES)

Abstract
Social media technology is being adapted into blended learning methods of digital marketing for adult
learners in higher education. Universities are continuously adapting and integrating the marketing
methods for blended learning programs via social media. The growing populations of adult learners
are utilizing how to learn and adapt to blended learning programs based on their current occupations,
previous experiences in the field, and living styles. Andragogy is an ever-lasting field for adult learners
to gain high quality educational information within an institutional setting. Universities need to support
education in adult continuous learning on a sustainable basis in order to assistance the quality of
education being advertised in the digital market.
Keywords: Blended Learning Methods, Digital Marketing, Social Media Technology, Higher Education,
Adult Learner, Andragogy.

1

INTRODUCTION

Social media technology and blended learning are blurring marketing lines, and engrossing students
into college and university traditions through social media and academic communication amongst
contemporaries. The mix of students swept-up in this social media technological marketing blur are of
all generations. Characteristics of the generations are different (Burton, 2007), as well as the
engagement of students in education and their cooperation with peers differ between the generations
(Manning, Evverett, & Roberts, 2004). As time evolves, new generations of learners, along with their
unique traits and needs have to be recognized. As indicated in Table 1, Burton (2007) developed a
system that categorizes and describes the different generation populations as Matures (X - 1944),
Baby Boomers (1945-1964), Generation-X (1965-1978), and Generation-Y (1979-1995). Generational
categorization and organization differ depending upon the demographer. For example, Oblinger and
Oblinger (2005) provided the following - Matures (1900-1946), Baby Boomers (1946-1964),
Generation-X (1965-1982), and Net-generation/Millennials (1982-1991). Prior, Howe and Strauss
supposed Matures (no dated given), Baby Boomers (1943-1960), Generation-X (1961-1981), and
Millenials (1982- present [2000]).

Proceedings of INTED2014 Conference
10th-12th March 2014, Valencia, Spain

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ISBN: 978-84-616-8412-0

Table 1. The Generations
Birth
Ranges

Matures
(X-1944)

Baby Boomers
(1945-1964)

Generation – X
(1965-1978)

Generation –
Y(1979-1995)

Depiction

Greatest
generation

Me Generation

Latchkey
Generation

Millennial and NetGeneration

Attributes/
Traits

• Loyal to
employer

• Belief in
government
control

• Media savvy

• Teamwork
• Flexibility

• Process and
order

• Craves less
order
• Individualistic

• High self-esteem

• Methodical
• Slow to change
• Controlling

• Workaholics
• Motivated by
perks, prestige,
and position

Likes

Dislikes

• Family

• Can do attitude

• Respect for
authority

• Work ethics

• Technology

• Slothfulness

• Technologically
adept

• Determined

• Work-life
balance

• Latest
technology

• Multi-tasking

• Family

• Bureaucracy

• Slow movement

Adapted from “Quality Customer Service and the Generations,” by Sharon L. Burton, 2007, Quality
Customer
Service: Rekindling the Art of Service to Customers.
With this said, academicians should recognize and make use of these generational distinctions.
Competition is tough and one institution will strategize to fill the digital marketing space if another does
not; therefore, to discount the dissimilarities would be a detriment of students, as well as academes.
Colleges and universities are employing digital marketing to recruit, retain, and control blended
learning programs in ever growing markets. “With the right mix of delivery modes and methodologies,
TBL [technology based learning in the social media space] offers more than a repository of learning
resources online or a new way of reaching learners at a distance” (Burton, Bessette, Brown-Jackson,
and Grimm, 2013, p. 1172).
The drive for blended learning programs is fueled by institutions of higher learning, students, and
corporations. Causes of the drive are cost, return on investment, flexibility, and the onslaught of the
technological world. Before moving forward, lets define blended learning, social media technology,
and marketing. Defining a field of study is important as definitions point to practice in that field and
places data in its appropriate context (Seels & Richey, 1994).
Blended learning is wrapped under distance education. Distance education is defined and termed in
numerous ways. As posited by Yacci, “distance education is the practical subset of education that
deals with instruction in which distance and time are the criterial [sic] attributes; that is, student and
teacher (and other students) are separated by distance and/or time” (2000, p.1). Online learning
extends beyond the border into the wider category of distance learning, that includes “…earlier
technologies such as correspondence courses, educational television and videoconferencing” (Means,
Toyama, Murphy, Bakia, & Jones, 2010, p. xi). To eliminate confusion, this paper will use distance
education as in reference to the following terminology, e-learning, elearning, ilearning, online learning,
and co-learning.
Blended learning is hybrid learning that is applied to aid students in consequential education through
data and communication technologies in instructive environments (Gecer & Dag, 2012). Also, blended
learning joins face-to-face teaching with computer-mediated instruction, and has various advantages
over standard face-to-face brick and mortar education or over distance education. This type of
learning is created to convey and converge new types of students to the academic world. It is manly
the blended learning students who are spontaneous to new types of information usage through social
media connections.
Social media is the term for forms of electronic communications in that users engage online in the
communal sharing of ideas, messages, videos, and data. This electronic sharing of information occurs

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through numerous technological tools such as mobile phones, tablets, fablets, desk-top computers,
and lap-top computers. Today, academics have combined marketing and education to form marketing
education, in addition to navigating the waters of social media technologies. These technologies
include but are not limited to internet forums, journals, magazines, microblogging, social blogs, social
networks, weblogs, and wikis. Social media and social media technologies are key players in blended
learning.
Enfolded in blended learning is web 2.0, technological advancement. Mondahl, Razmerita, and
Rasmussen (2009) pointed out that blended learning is a part of blended learning strategy that is
integrated with strategies such as case-based learning, digital media, and social software. This
combination of methods form a “collaborative learning process for adult learners” (p. 383). Even
though Mondahl, Razmerita, and Rasmussen’s primary focus was on foreign language studies, this
strategy can be applied across multiple learning disciplines. A driver of technological advancement
coupled with avenues of learning is marketing.
Change is a regular in business according to Marshall, Moncrief, Rudd, and Lee (2012). Over the
years marketing professional evolved through change by studying sales advancement initiatives such
as sales force automation, technology understanding and acceptance, and business to consumer
sales marketing. Today, marketing is focusing on the academic world and helping colleges and
universities drive education through technological tools used to access group based communication.
This combination of social media, technologies, and the academic world needs to be clarified.
This paper contains foundational information needed to study, shed light on, and comprehend the
current state of problems. Additionally, this paper illuminates current digital marketing processes that
colleges and universities have taken to recruit, retain, and control their current blended learning
programs, and also web 2.0 technologies (i.e., social networking, blogs, wikis, content hosting
services, and podcast). To be explored is the need to better understand this in-play educational
model, in which technologies offer institutions of higher learning advantages in delivering instruction
through blended education.

1.1

Statement of the Problem

Colleges and Universities need a methodology to support blended learning through social media and
educational technology. This methodology is needed to support socially driven continuous learning on
a sustainable basis to help the quality of education be advertised in the digital marketing arena. Social
media technology is being adapted into blended learning methods of digital marketing for adult
learners in higher education. The growing populations of adult learners are utilizing how to learn and
adapt to blended learning programs based on their current occupation, previous experience in the
field, and living styles.

2

PURPOSE OF THE STUDY

The primary goal of this study is to determine a methodology draped in social media and
advertisement through adult learning that will support continuous learning on a sustainable basis and
aid the quality of education advertised digital marketing. This goal will be met by investigating and
reviewing data in relation to a best methodology for continuous learning, and quality education
advertised in digital marketing, utilizing the adult learning principle, andragogy. The issues: (1)
attitudes of learners, instructors, and administrators, (2) quality of education advertised in digital
marketing, and (3) trends in social media technology will be studied and analyzed regarding their
effects.

3

FRAMEWORKS

Key frameworks for this paper are andragogy, constructivist learning, experiential learning, and
technological advancements.
Andragogy is the theory of adult learning which have five points. The term was made popular by
Malcolm S. Knowles, the father of Andragogy (Cooke, 2010). Knowles' andragogy theory denotes that
adults learn conversely from younger learners; thus, they require different education (Roberson,
2002). Knowles advanced the understanding of the adult learning theory, and also developed the
andragogy model for adult learning to better explain the manner in which adults learn. Knowles
borrowed from the constructivist model when developing his Andragogy theory.

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The most thoughtful constructivist is Piaget. Threads of Piaget’s work are understood in the writings of
Dewey. Piaget and Dewey are known as the duo colleagues who formed the precise view for the
makeup of constructivism (Ultanir, 2012). Constructivist learning theories create learning settings that
are as close to real life environments as possible. This learning is a means of building awareness
through significant interaction and experimentation with educational information (Schifter, Cippolone, &
Moffet, 2013). This application can be seen in fields such as architecture, engineering, and medicine.
Today’s constructivist learning theories are viewed through the social phenomenon lens. This social
construct of learning provides that learners build on prior knowledge, understanding, and beliefs, in
addition to the knowledge, beliefs, and actions of others (Piaget, & Inhelder,1969). The constructivist
approach is supported by technological advancement and learning, as posited by Isaias, Sampson,
Spector, and Ifenthaler (2013).
Learning continued to evolve over time and is now interlaced into a society of learning with and
through technologies. Learning through social media and technology can be trial and error, problem
solving, and thus, leaves opportunity for creative thinking and innovation. In this creative thinking and
innovation learners approach experiential learning. With origin in cognitive learning (Bergsteiner,
Avery, & Newmann, 2010), experiential learning has basis in Kolb’s four steps. Kolb’s steps - (1)
having an experience, (2) analyzing the experience to make sense of it, (3) fitting the experience into
an individuals’ understanding of the world, and (4) attempting to use this experience in life - influenced
Knowles (Clawson, 1997). Dewey, one more experientialists, conjectured that institutions of learning
should supply a connection and interaction of experiences (Monk, 2013). Dewey recognized that
individual learning in specific circumstances should be associated with the previous and social context
that the learner is involved (Hein, 2011). Dewey’s position of education and learning coined the
phrase education is the best teacher (Moore, 2010). Conversely, another thought subsists that all
learning is not educational, and that critical thinking is the balance that directs learners understanding
through decisive models of instruction (Moore, 2010). The preponderance of Dewey’s work is in
experiential learning. These connections and interactions of experiences are essential to learning.
The data shows that today’s educational environment is energized by technology. Technological
knowledge is created rather than discovered. Technology continues to electrify education wherein
learners are more creative and self-governing (Meyer, 2013). “Trends indicate that higher education’s
use of technology for instruction will continue to increase” (Duggan, 2010, p.16).

4

SIGNIFICANCE

As social media technology becomes more ubiquitous in marketing and higher education, it is
progressively more essential to shift the focus from solely a commercial marketing technique to a
marketing need in higher education. This shift to social media technology can be done through
offering tools that are more adaptable, collaborative, and customizable. Higher education must
change its focus from basically supporting the long-established pedagogical distribution of knowledge
models of learning.
By integrating social media technology to facilitate blended adult learning, marketing initiatives can
provide an environment that will help students and faculty better coordinate learning initiatives. This
research builds on previous social media technology research, in addition to the compounding
literature on social media technology, which formerly concentrated on marketing initiatives. Future
research will be able to build on this study's investigation of social media technology in higher
education and explore usage at multiple sized institutions. Furthermore, results from this study will
provide practical support for guiding design advice for improving the capabilities of social media
technology to better accommodate blended learning initiatives.

5

MARKETING METHODS

Word-of-mouth (WOM) has been a main trend used widely in vast networks of social media, along
with business communication. “Marketers and sociologists have recognized the importance of the
phenomenon of WOM - conceptualized as a naturally occurring phenomenon for more than half a
century…” (De Valck, Kozinets, Wojnicki, & Wilner, 2010, p. 71). With the importance of message
spreading leading to positive marketing, WOM is a goal seeking trend that is needed in social media.
WOM marketing firms' intentional influencing of consumer-to-consumer communications is an
increasingly important technique (De Valck et al, 2010). Creating and adapting this marketing
connection is a secure way that communication will not be broken or disrupted.

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“The concept of guerrilla marketing subsumes a set of different innovative advertising instruments
which aim at gaining a large effect with a small budget” (Hutter & Hoffman, 2011, p.39). With
institutions using small budgets to target large audiences of students and faculty, these institutions can
reallocate their main funding towards areas of influence. These marketing tools can help to
successfully develop a set plan of actions that characterizes the dynamics of the programs and the
students’ learning outcomes. Dynamics of the programs and students learning outcomes are important
for students seeking educational programs that meet their career outcomes.

5.1

Trends in social media

Social media produces a remarkable abundance of real-time content at a never-ending pace. Students
and informatics are responsible for updating and sharing vast amounts of information via social media.
This information is uploaded from local and international sites, to include communities of practice, and
exploited across the social plane to viewers in different nations. “The implication of these communities
is an eclectic and diverse learning environment that benefits from collective knowledge and the
broadest range of students…” (Burrell, 2009, 382). The number of users in social media plus
marketing campaigns increased at dramatic rates. Many of the users who tie education and learning
into social media are also responsible for the marketing trends that are consistent in the future of
businesses.
According to Yuan (2013) the evolution of network marketing arrives with technical foundation,
concept foundation, plus a reality basis. These foundations are the primary channels of how social
media is reliable and fundamental as a means of general communication. The primary learning
strategies used in network marketing are the encumbering ways viewers can understand how systems
and programs work. With a high level of communication being used and adapted to higher education
through social media sites, general expectations increase based on the number of degree seeking
professionals. Every social media site is able to produce marketing expectations and outcomes as
those of basic telecommunications of the past.
Figure 1 outlines the intertwinement of the generations, institutions of higher education, social media
technology, and communities of practice in providing a new approach in addressing retention and
recruitment.


 

Figure 1. A New Approach to Social Media Technology in the Retention and Recruitment
of Multiple Generations in Higher Education

Figure 1. Relational model for understanding the multiple generations and their associations with
Higher Education’s goals of recruitment, retention, social media technology,
and social media marketing.

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Today, digital natives highly recognize social media sites such as Twitter, Facebook, and Instagram.
Asur and Huberman (2010) noted the information on these social sites continue to be unused.
Without strategic knowledge and understanding of how digital and social integrated communication
affect learners seeking degrees, certifications and certificate programs, the results could lead to a
technological knowledge gap.

6

CONCLUSION AND FUTURE STEPS

Social media and marketing trends are utilized and united in their conceptual methods in today’s
society. Social media continues to grow at an explosive rate; millions of digital natives are consistently
producing and creating new content. As digital natives are producing new content, colleges and
universities should employ a methodology for all learners - whether faculty or students - to engage in
an inquiry. This methodology will support the learning of students along the compendium of social
media literacy. The number of institutions in higher learning is increasing; therefore, the struggle to
recruit and retain the commodity, students, is vital. A social media methodology can support the
recruitment and retention efforts. This digital phenomenon is continually crossing professional and
educational boundaries.
Students of all ages are becoming confronted with social media and these interactions are
educational; however, lead to conflicting change in educational areas for some learners. With this
said social media advertising and understanding is essential to the needs and outcomes of today’s
society, especially in higher education marketing. With more generations of students in distance
learning programs, targeted digital marketing of online educational programs is significant to obtaining
new students through academic recruiting.
Future study requires a targeted focus on the individual generations and their understandings and
comfort levels with social media and social media technologies. Marketing strategist working with
colleges and universities will need to understand how to target the different generations – Matures,
Baby Boomer, Generation-X, and Generation-Y. Once this multi-directional targeted marketing
information is understood, institutions of higher learning should focus on how to use this data in their
retention efforts. Through this document it is ascertained that targeted digital marketing strategy is
essential to the future health and overall virtual potential of colleges and universities. The next
research should focus on how to target the generations.

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