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PurposeTo suggest to others in the field an approach equally valid for transforming existing courses into online courses and for creating new online courses.Design/methodology/approachUsing the literature for substantiation, this article discusses the current rapid change within organizations, the role of technology in that change, and the consequent necessity of transforming existing face‐to‐face training into or creating new online courses. Further, it proposes a training model that explains the role of the principles of project management and instructional design and how to apply them to achieve this transformation and/or creation.FindingsThis approach, which is based on the author's years of experience as an instructional designer and teacher and verified by recognized authorities in the field, combines the practice of project management, instructional design (both traditional and online) to produce a training model suited to today's business environment.Originality/valueThe model portrayed by this paper provides a rationale for melding the principles of various disciplines and sub‐disciplines, thereby producing a means to evolve training into a form more capable of satisfying current industrial needs.

Purpose -To describe an approach to course redesign that may provide others in the field with a "template" to follow or modify when course redesign is necessary. Design/methodology/approach -Action research implies making a change and then observing and responding to the consequences of that change. Making the change in this course involved: defining the knowledge and skills that would best enable program graduates to satisfy the requirements of the marketplace, and identifying and including those elements that would best enable students to learn the material. Data came from interviews with faculty, personnel from companies that hire program graduates, and the students themselves. After the change, data was continuously compiled and utilized to refine the course as it progressed. Findings -The data show that the revised course was perceived as a definite improvement, although adjustment was required over a period of several semesters to make this perception uniform and general.Research limitations/implications -One course at one university was involved by this project, so caution must be used when drawing generalizations from its results. Practical implications -This approach, based on information provided both by academia and industry, links theoretical and practical learning. Students should find strong motivation in the fact that what they are learning is in demand. Originality/value -This paper provides a step-by-step process by which to redesign a course in a systematic way, taking into account how both graduates of the program and their employers may profit from the end product of the learning.

This article reports the results of an empirical study assessing the effectiveness of a Computer-Assisted Instruction (CAI) tutorial program for an introductory marketing course. The results indicate examination performance was enhanced by the CAI study tool, but level of question difficulty did not affect test performance.

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The desired outcome of instructional game design is to combine the powerful attraction of games and the proven effectiveness of instructional system design (ISD). This combination would have the capacity to focus player concentration on game play and learning the planned content in order to successfully complete the game. Conjoining game design elements (e.g., rules, goals and objectives, outcomes and feedback, conflict and challenge, interaction, representation or story) with ISD elements (e.g., analysis, design, development, implementation, evaluation) may be the means of reaching the desired outcome. Applying recent findings (e.g., working memory capacity, mental models, memory consolidation) from cognitive psychology may provide further assistance.

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