Research-informed teaching in business education is increasingly vital, with social practice theory highlighting the importance of contextual factors in teaching practices. To prepare students for the complex 21st-century business environment, we developed a "community-based applied learning" model for our introductory post-graduate online marketing courses. This model integrates team teaching and a personalised, practical approach, comprising three interdependent components: student community (peer-to-peer), digital community (learning management system), and professional community (industry experts' series).

The model's implementation has shown positive results. Student feedback indicates a transformative learning experience, with one describing it as "life-changing." Retention rates have stabilised between 85-92%, and student satisfaction scores have risen from 63% in 2019 to 97% in 2023. Digital community engagement has doubled from 19.7 hours (2019) to 38.5 hours (2023), with data suggesting a positive correlation between 28-32.5 hours of online engagement and higher grades. A qualitative study using in-depth semi-structured interviews explored the model's impact on students' professional practice. Findings revealed that students perceive the framework and its components as effective for learning, particularly emphasising the "professional" and "digital" communities. These components broaden students' understanding of industry trends and create safe spaces for networking and building essential professional skills. Engagement with industry is critical to professional development and helps our students position themselves within the marketing sector. To facilitate engagement in a professional community, we have implemented a “Guest Lecture Series” with industry professionals from relevant industries, e.g., service, health, education and tourism, discussing real-life marketing practices, professional challenges, and their overall experience to supplement the authentic learning environment. The guest lecture series was aligned with the assessment tasks so students could create holistic connections between theory and practice. These sessions were recorded and made available to students, enabling them to access the curriculum anywhere and anytime. The sessions also involved Q&A, allowing our students to ask questions to the industry experts. Through these interactive and industry-aligned activities, we have efficiently demonstrated applied learning by bridging the gap between theoretical knowledge and practical industry application, ensuring our students are well-prepared for professional success. While acknowledging the potential value of peer-to-peer learning, students were sceptical about its effectiveness in its current form. Based on these findings, we further refined our model to enhance the peer-to-peer community component. We aim to encourage deeper peer learning through live online group interactive oral assessments using “a living case study” and synchronised peer-to-peer learning opportunities like Padlet boards. We promoted engagement and interaction by incorporating more interactive live elements. Our innovative teaching model has positively impacted students and colleagues. It aims to improve academic outcomes and prepare students for the dynamic business world.

Keywords: Community-based model, Higher Education, Marketing, Online education.