This paper deals with how upper-level advertising students in three classes over two academic years felt about using a weekly publication, Advertising Age, as the course textbook. Their perceptions of benefits experienced and learning that occurred from such usage have been evaluated. As a group, they wholeheartedly endorsed the technique for a variety of pertinent reasons. Analysis of data from two different academic years showed no significant difference. There is a paucity of research in teaching advertising with a non-traditional textbook and this original work begins to assess this approach.
Use of a cassette tape to transmit teacher evaluations of student writing effort was analyzed. Students preferred the cassette tape to written evaluations Nearly all felt that the method was a highly personalized way of evaluation. Furthermore, cassette grading provided easier identification as to what was good or weak in the writing.
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