E-commerce Courses Research Articles

Integrating Service-learning Pedagogy into a e-Commerce Course to Investigate Student’s Course Satisfaction and Continued Intention of Service-learning

Integrating Service-learning Pedagogy into a e-Commerce Course to Investigate Student’s Course Satisfaction and Continued Intention of Service-learning

Task based Interdisciplinary E-Commerce Course with UML Sequence Diagrams, Algorithm Transformations and Spatial Circuits to Boost Learning Information Security Concepts

This paper describes a task based active learning module developed with projects to help students understand secure protocols, algorithms and modeling web applications to prevent attacks. We have been developing and continuously improving cyber security courses with methods for introducing important concepts for computing majors for more than a decade. Sequence diagrams (step by step diagram) , symbolic representations, and spatial circuit derivation from equations and algorithms are introduced to students to alleviate difficulties in mastering cryptographic algorithms. UML Sequence diagrams represent progression of events with time. Spatial circuits illustrate the transformation of equations and high level programming language constructs into special purpose hardware. These course materials can also be used in computer architecture or embedded systems courses to help students understand and develop special purpose circuitry.

Toward Effective and Compelling Instruction for High School eCommerce Students: Results from a Small Field Study

This paper describes an instructional development effort to create effective and compelling instruction for eCommerce students. Results from a small field study inform the development project. Four high school students in an eCommerce course completed the standalone tutorial developed to teach them how to create a web page in the HyperText Markup Language (HTML). The four participants were also interviewed in an attempt to determine what motivates them to learn. Researcher observations of completed web pages indicated that the tutorial helped the four participants learn introductory HTML tags and, except for one revealing instance, they mastered the content without instructor assistance. Future work to develop an automated system for determining and correcting learner misconceptions evident in dysfunctional hyperlinks would provide additional support to learners. Lastly, this paper discusses implications of the field study results for the design and implementation of effective and compelling instruction.

Using Web Content Management Systems in University E-Commerce Courses

The aim of this paper is to elaborate and present the advantages of using Web Content Management Systems (primarily Joomla!) in e-commerce courses at universities. E-commerce is taught to many non-IT students who possess various previous knowledge in IT, which can often cause problems. Content Management Systems can circumvent those problems by avoiding the need for teaching HTML, PHP, SQL etc, and enabling non-IT students to focus on content management which is crucial for e-commerce. Characteristics of Web Content Management Systems are explained, followed by brief explanation of Joomla!. Examples are presented, along with experiences from the university.

E-Learning in an Undergraduate e-Commerce Course: Instructional Benefits of Using Modeling-Videos

e-Learning in an Undergraduate e-Commerce Course: Instructional Benefits of Using Modeling-Videos

Investigation on Building a Simulated Skill Training Platform for the E-commerce Students and Teachers

To determine the need for simulated training of e- commerce activities prior to working in the real environment, we studied the views of undergraduates and college teachers from several aspects. Two hundred university students while also 200 college teachers were asked what the real problem was when they learned or taught in the e-commerce courses. Next, they were surveyed to inquire what knowledge they really need when students go to work positions and what type of job do they expect to have. Finally, they were asked whether using a simulated training platform would be beneficial. Through analysis, the aspects which are contained above we know that simulation should be incorporated into the education of e-commerce to students as a tool to practice their hands-on abilities prior to working. And from the survey we also obtain some useful information and references that may help us to design our electronic commerce training platform.

A new broom sweeps clean: developing a learning cycle tailored for e-commerce courses

The educational and pedagogical challenges for teaching electronic commerce courses still is an area that has not been extensively explored. This paper describes the development, implementation and evaluation of a learning cycle specifically tailored for e-commerce courses.

Teaching e-commerce in an information systems program

This paper provides details on the development of the course Electronic Commerce in an information system graduate program in a Liberal Arts and Sciences university. While an e-commerce course ...

Using Business Plans to Anchor MBA-Level E-Commerce Courses

The diversity and currency of subjects covered in e-commerce courses at the MBA-level present a challenge to educators. In this paper, we analyze and recapitulate our experience in using the business plan to anchor the e-commerce course to address those challenges. Business plan requirements can link the various subjects together, afford students with a real-life experience learning process, and, with proper curriculum design and course delivery, give students an opportunity to be “reflective practitioners.” Results showed that students’ learning and interests for the e-commerce subjects were high with the business plan requirement.

Electronic commerce education: Analysis of existing courses

E-commerce is reshaping business practices and education, yet many have expressed concern over the e-commerce education and training provided to students. This study examines the extent to which business schools, particularly accounting programs, are integrating e-commerce education into their curricula. An analysis of 79 syllabi provides evidence regarding: (1) the scope and nature of e-commerce education; (2) educational approaches to e-commerce; (3) e-commerce topics that could be taught as part of e-commerce education; (4) methods of coverage of e-commerce education; and (5) methods and reference materials for teaching an e-commerce course. This study initiates a general dialogue on the nature, content, objectives, and delivery of e-commerce education. An exploratory review and content analysis of a sample of 79 syllabi, representing different sizes of universities worldwide, reveals that business schools and accounting programs offer e-commerce courses emphasizing a broad range of skills, objectives, perspectives, teaching methods, and cognitive content. However, many common themes, topics, and assignments have emerged. The e-commerce education issues addressed in this study should help business schools and accounting programs prepare students for the challenges awaiting them in the area of emerging technological advances.

Underlying Dimensions of Hotel E-Commerce Competencies and the Predicted Immediacy for Their Inclusion in Hospitality Curricula from the Hospitality Educator's Perspective

With the growing significance of e-commerce and its impact on the hotel industry, it is crucial for hospitality programs to offer courses in this area. However, there are currently few programs providing hospitality e-commerce courses. It is important that hospitality educators realize the significance of e-commerce, as more and more demand grows for e-commerce education in the hotel industry. This study identifies thirty competencies and four new courses that could be considered for e-commerce concentrations. Based on the findings, it is evident that e-commerce needs to be incorporated into hospitality management curricula within two to five years.

Core Web Technologies for New E-Commerce Employees

Realizing that the Internet has changed the way business is conducted, many business schools have designed, or are in the process of designing, electronic commerce (e-commerce) courses, course sequences, or an entire e-commerce curriculum. More often than not this coursework includes topical coverage of web technologies. In the highly volatile e-commerce marketplace, identifying the core electronic business (e-business) technology for inclusion into the technical curricular component can be a real challenge. To assist Information Technology (IT) educators with e-commerce program design, this research examines the importance, content, and extent of the technology component of e-commerce coursework from the Information Systems (IS) professional's perspective. This research presents a brief overview of e-commerce technology and utilizes a survey, based on this overview to garner insights from IS professionals at leading e-commerce firms. The opinions of IS professionals from the Interactive 500 are examined and summarized. Implications for the technology component of e-commerce education are presented, as well as directions for future research.

E-Commerce

The emergence of e-commerce (EC) is changing business theory and practice. Educational institutions and companies are trying to educate and train students and employees in EC applications and technology. Because EC is evolving and changing so rapidly, organizations face numerous challenges, and there are opportunities in developing curricula for EC. Surprisingly, few good studies look closely into the development of curricula and teaching methods for EC processes, practices, and technologies. In this article, we discuss EC education with particular emphasis on potential opportunities and challenges faced in developing and implementing e-commerce curricula. The ideas and framework presented herein are based on relevant EC literature, the authors’ own experiences, curricula from universities with EC programs, and information gathered from colleagues who teach e-commerce and related courses. We highlight possible shortcomings in EC education and training and propose a framework for improving the effectiveness of an EC education.

Creating e-commerce courses with regional intent

How one university in China created and incorporated e-commerce courses with due speed and native reference tools.

Ferment in Business Education: E-Commerce Master's Programs

Business schools are developing strategies to prepare students for the new digital economy. In this study, the authors investigated recently launched master's programs in e-commerce by reviewing the curriculum and course descriptions of 67 programs that had Web listings of their programs. Findings suggest that the programs offered more nontechnical e-commerce courses than courses focusing on e-commerce technology. The authors explored the debate between those who believe e-commerce is a new discipline requiring its own degree programs and those who would weave e-commerce content into existing functional area courses.

Enhancing an e-commerce course with wireless application protocol (WAP) programming

In the 2000 meeting of the CCSC, we presented details of an e-commerce course that had been introduced into our curriculum. Since then we have enhanced the course by adding a component that addresses wireless application development. In this paper we present our experiences with this addition.Teaching wireless application development involves teaching WAP, the wireless application protocol. WAP includes such things as WML (wireless markup language), WML Script, WSP (wireless session protocol), and micro browser. We describe how making WAP part of a large traditional e-commerce project can enhance student experience while at the same time provide them with an insight into the things to come.

Practitioner and Academic Recommendations for Internet Marketing and E-Commerce Curricula

Many business schools are in the process of designing e-commerce courses and programs in response to the growing need for university graduates skilled in online technologies and strategies. To assist with program design, this research investigated both academic and practitioner views of the skills and topics important for e-commerce and Internet marketing programs. Study results indicate an average of 53 academic credits comprising the following skilland cognitive-based clusters: Web page and site design, Web site marketing, server-side programming and management, telephony and videoconferencing, marketing strategy, macroenvironmental issues, and information and networking strategies. This article identifies recommendations for specific courses and programs and reports on the current and anticipated future features of corporate Web sites for program planning purposes.

E-Commerce Courses: Overview of Nature and Content

This article examines the content of e-commerce course syllabi available electronically on the World Wide Web. Two data sources, Google Web Directory for E-Commerce Courses and ISWorld Net's Electronic Course Syllabi Page, provided 65 usable course syllabi representing 47 colleges and universities. Our analysis revealed that most of the courses were graduate level and used between one and four textbooks as the primary reading source. The books, nontextbook reading sources, and topics covered varied. No one book or nontextbook reading source predominated among the courses; and electronic payment systems, security issues, and business models were the only topics covered the majority of the time.