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Abstract
Previous research supports the idea that the success of hybrid or online delivery modes is more a function of course design than delivery media. This article describes a case study of a hybrid Principles of Marketing course that implemented a comprehensive redesign based on design principles espoused by the Quality Matters Program, a center for improving online and hybrid course design through a faculty-centered, peer review process. The resulting team-taught course was well received by students, more efficient for faculty to deliver, and showed equivalence in direct measures (no difference in exam scores) of student learning.
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