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Large universities are increasingly offering marketing courses in classes of 300 or more students. Without access to the usual verbal and nonverbal cues, instructors in these megaclasses are disadvantaged in terms of their ability to respond to learners’ needs. As a result, marketing instructors have supplemented course infrastructure with technology to encourage communication. In seeking to better understand such communication, this study positions netnography as a marketing research technique that provides incremental advantages over other pedagogical methods through its support and enhancement of student learning. The authors provide specific recommendations for the adoption of netnography to marketing educators teaching megaclasses.