Don't imitate, innovate: the case of a hybrid education format in a management course

The primary purpose of this study is to explore the relevant considerations when integrating technology into management courses, and to examine drivers and barriers in enhancing the technology‐based learning process. For this purpose, we followed the entire process of initiating and implementing a new course format in an academic environment. More specifically, we examined the driving forces behind and the barriers to introduce technology into the education process. Six proposals related to two main properties: learning effectiveness and learning efficiency are introduced and empirically tested using qualitative and quantitative studies. Major findings indicate that: a gradual move from a frontal to a self‐learning method using a hybrid educational format induced more cooperation. Consequently, faculty may achieve a higher student cooperation levels, as well as improved performance if it enables students to use more than one format in the learning process while gradually switching to the more technology‐based one. The main contribution of this article lies in the integration and examination of theoretical insights, using a comprehensive case study that explores the viewpoints and behaviours of administration, faculty, and students before during and after the technology change.