Two courses delivered in 2004 by the Faculty of Business at USQ were part of an initial trial into a new CD based hybrid model of delivery. This represented a change in the way USQ had previously supplied course materials and so it was necessary to ascertain how students responded to this change. This paper reports on findings from this research and demonstrates that higher levels of student engagement are possible, particularly in the context of nationality, age and gender differences. It investigates possible implications for academia when catering for a range of neomillennial
learning approaches initially facilitated by the integration of a range of multimodal learning and teaching strategies. It is true 'one size does not fit all', but that does not preclude us from designing learning experiences that cater for a wide range of learners and particularly for those who learn in non-traditional ways whilst utilizing existing technologies
