摘要：AbstractAs educators focused on students’ business literacy in marketing communication, we researched: (1) Can we identify preferred learning styles for marketing communication majors; (2) Can we align pedagogy with their preferences; (3) Will doing so increase student engagement as measured by learning outcomes. The authors administered Fleming's (2001) on-line instrument to N=691students to determine student learning styles (Q1). Faculty matched pedagogy to learning styles (Q2). Students (Q3) completed a pre- and posttest instrument developed by the authors. We used a Solomon Four-Square Design to isolate specific threats to validity and a one-way ANOVA to test for effects of treatment effect. Results support Qs 1 and 2; Q3 results provide meaningful insights.
