A crucial problem for educator's in a professional discipline like marketing is the gap which exists between a student's ability to reiterate material and a student's ability to apply or use the same material in a practical situation. This study uses stated objectives and experiential learning exercises as advocated by educational psychologists, to address this problem. Two separate experimental, classroom studies of the undergraduate introductory marketing course are reported. The results raise questions about the benefit-cost effectiveness of distributed learning objectives supplemented by experiential reinforcement exercises.
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