Electronic Commerce

Electronic Commerce

Study the use of online business for creating networks, online branding, online customer behavior and internet retailing. The various aspects of conducting business such as strategies, security, legality, practice, research, and services by conducting online business using the latest internet technologies.
1.   Understand about background, importance, and concept of electronic commerce.
2.   Create promotional or advertising tools including ethics and related electronic commerce laws.
3.   Understand and realize how to apply knowledge professionally with your career or in daily life.
4.   Understand the change in business with the influence of Technology and realize the future trend of electronic commerce.
Study the use of online business for creating networks, online branding, online customer behavior and internet retailing. The various aspects of conducting business such as strategies, security, legality, practice, research, and services by conducting online business using the latest internet technologies.
   - The faculty member provides academic advice and guidance to students (individual/group) 5 hours/week.
The faculty member announces the advising schedule by announcing through website and social media such as line group/Facebook fan page.
4.1.1 Moral and Ethical Learning Outcomes
            Students must have morals and ethics in order to harmoniously live with others in society and act in the public's best interests. Instructors in each course must encourage students to develop morality and ethics in addition to the sciences listed below:
˜ 4.1.1.1 Understand the concepts and value of ethics, morals, business professionalism, sacrifice, non-exploitative qualities, and honesty to themselves and others.
™ 4.1.1.2 Have self-sufficiency, diligence, perseverance, discipline, punctuality, and be responsible for themselves, society, and the environment.
˜ 4.1.1.3 Follow rules and regulations of organizations and society.
4.1.2 Teaching strategies for developing moral and ethical learning
The curriculum provides a corporate culture to instill discipline in students by focusing on attending classes on time and dressing according to university rules. Furthermore, teachers must incorporate and promote moral and ethical aspects into all courses, as well as encourage students to have a public mind. Instructors must also encourage students to participate in academic and professional services to society, raise environmental awareness, recognize and reward students who are well-behaved and selfless.
4. 1. 2. 1 Lecturers promote moral and ethical lifestyles through appropriate activities.
4.1.2.2 Lecturers pay attention on student’s punctuality, ethics, and discipline. 
4.1.2.3 Case studies is adopted for enhance student’s ethics.
4.1.3. Moral and Ethical Learning Evaluation Strategies
Courses are evaluated by observing student behavior in a various area, including: 
4.1.3.1 Evaluate students’ punctuality to class and submission of assignments.
4.1.3.2 Evaluate their willingness to participate in activities and their willingness for self-sacrifices. 
4.1.3.3 Determine what concepts students do not understand via examination results.
4.1.3.4 Evaluate the amount of responsibility students take for assignments and job commitments.
4.2.1 Knowledge learning outcomes
            Students must be familiar with the subject matter of the course they are taking. This is a body of knowledge that students must know and understand in order to develop abilities and skills. As a result, knowledge standards must include the following:
˜ 4. 2.1.1 Graduates have knowledge of principles, theories and practices in the area of their major, can appropriately integrate the knowledge of their major with other areas of study, and can continually develop their education by utilizing their academic skills and experience.
™ 4. 2.1.2 Graduates understand the essence of relevant knowledge, can apply their knowledge and skills in problem analysis, and can understand and be able to explain requirements related to their field of study, including the application of knowledge and skills in order to choose the right tools to solve problems and issues in daily life.
™ 4. 2. 1. 3 Graduates understand the essence of organizational structures, operations, and the management process in planning. Graduates are able to improve plans and methods in response to various situations.  
™ 4.2.1.4 Graduates have knowledge of business administration careers and they are aware of the impact that changes in society have on those careers. This standardized learning outcome test can be completed by taking a placement exam, as well as both theoretical and practical tests throughout the course.
4.2.2 Teaching strategies used to develop knowledge
The curriculum employs a variety of teaching styles that are student-centered, as well as the integration of teaching and learning with work (Work-Integrated Learning: WiL) and CDIO (Conceiving – Designing – Implementing – Operating), focusing on theoretical principles as well as the application of knowledge in a real-world environment and keeping up with technological changes. Furthermore, the course provides real-world learning by having students attending a study tour or inviting professionals with experience to be guest speakers on specific subjects, depending on the nature of the course and the subject matter of that course.
4.2.2.1 Instructors use a variety of teaching formats that differentiate the courses from one another by focusing on theoretical and practical knowledge to create the body of content:
4.2.2.2 Student-centered activities are administered in learning and teaching.
4.2.2.3 Projects, reports and presentations are assigned.
4.2.2.4 Hands-on experience is gained via enterprises by training in cooperative education or the Work Integrated Learning program.
4.2.3 Cognitive Learning Assessment Strategies
Students’ achievement and performance are used to evaluate students by taking the measurements listed below:
4.2.3.1 Topic tests and assignments. 
4.2.3.2 Mid-term tests and final tests.
4.2.3.3 Assessment of reports done by students.
4.2.3.4 Assessment of business plans or program proposals.
4.2.3.5 Assessment of report presentations in class.
4.2.3.6 Assessment of cooperative education courses.
4.3.1 Learning outcomes in cognitive skills
After graduation, students can develop themselves and pursue a career on their own. As a result, students must develop intellectual abilities as well as recognize moral and ethical values. The teaching process must emphasize that students are capable of understanding the causes of problems, as well as concepts and methods for problem solving on their own. Students who complete the aforementioned teaching and learning process must have the following qualifications:
˜ 4.3.1.1 Graduates are able to research, interpret, analyze data, and evaluate information from multiple sources in order to creatively solve current problems in business environments using effective decision making.
™ 4.3.1.2 Graduates are able to suggest alternative approaches regarding business decisions with different possible outcomes. They are able to make choices that are applicable to, and appropriate for, any given situation. This in turn allows graduates to successfully craft their respective businesses’ competitive advantages. 
™ 4. 3.1.3 Graduates have critical, logical, systemic and creative thinking capabilities. They are able to integrate knowledge from studies and experiences to solve business problems and everyday issues.The Cognitive Skills Learning Assessment employs a quiz that allows students to explain concepts and methods of problem solving by applying what they have learned, or it allows students to select a profession that is appropriate for the given situation.
4.3.2 Teaching strategies used to develop cognitive skills learning
The curriculum employs a wide range of student- centered instruction and Work-Integrated Learning / STEM Education that focuses on students to analyze the elements of different situations by using role- plays, simulations and case studies as examples for students to practice analyzing effective solutions.
4.3.2.1 Case studies related to international business management.
4.3.2.2 Utilize cognitive skills: analysis and synthesis. 
4.3.2.3 Provide students with learning situations based on practical, real-life problems. 
4.3.3 Cognitive Skills Learning Assessment Strategies
Students are assessed according to the actual condition of the work and practices such as
4.3.3.1 Ability to analyze a case and provide well-reasoned solutions.
4.3.3.2 Ability to analyze and synthesize material from different sources to provide a coherent outcome.
4.3.3.3 Ability to present and/or defend problems and solutions through written or oral assessment.
˜ 4.4.1 Learning outcomes on interpersonal skills and responsibility
General Education is related to interpersonal relationships. Therefore, students must undergo experiential training in order to learn how to adapt to different people and groups. Instructors must introduce the following social etiquette and interpersonal skills:
™ 4.4.1.1 Have leadership and fellowship within a team, have responsibility, listen to and respect others’ ideas, able to resolve conflict appropriately, and adopt a professional attitude.
™ 4. 4.1.2 Demonstrate ability to initiate proposal ideas, to comment on different views, to contribute new ideas, to support their team, and to use their skills to solve their team’s problems.  
™ 4.4.1.3 Have responsibility to continue learning and growing in their career. Measurements and evaluations were made by observing students' behavior in group activities both in and out of class and the feedback from internships.
4.4.2 Instructional strategies for developing interpersonal skills and
responsibility
The course is taught through the development of group activities and the coordination of work with others, as well as through research interviews with experienced and successful professionals. The curriculum anticipates the following learning outcomes in interpersonal skills and accountability:
4.4.2.1 Assign tasks that require contact and coordination with others.
4.4.2.2 Assign tasks that require interpersonal communication skills.
4.4.2.3 Assign tasks that require brainstorming and teamwork.
4.4.2.4 Provide activities to enhance student interaction.
3.4.3 Assessment Strategies for Interpersonal Skills and Responsibility
The course is evaluated based on the actual conditions of the students' work and practice, such as 
4.4.3.1 Assessment of the students’ behavior in group activities.
4.4.3.2 Assessment of the results of both an individual student and groups.
4.4.3.3 Assess student ability to communicate in a variety of situations.
4.4.3.4 Co-assessment from of both instructors and students.
3.5.1 Outcomes of learning in numerical analysis, communication, and
information technology
In today's world, information technology plays an important role in both daily life and career. Students must be knowledgeable and skilled in the use of information technology as a tool for operational communication and personal development. As a result, students must develop skills in numerical analysis, communication, and technology along with morals, ethics, and subject knowledge. As a result, teachers must use teaching technology to prepare students as follows;
™ 4.5.1.1 Have ability to apply mathematics, statistics, and qualitative analysis to business decision-making and daily life situations.
˜ 4.5.1.2 Have ability to communicate, explain, and promote understanding by using media outlets, methodology, communication tools and technology in the right way for both efficient and creative written and oral presentations.
™ 4.5.1.3 Have ability to communicate effectively in Thai and a foreign language as is necessary in business settings.   
˜ 4. 5.1.4 Able to use information technology appropriately to support effective business operation. 
Measurements and assessments can be carried out during class by organizing activities in which students use information technology to study and research information to compile. Students are able to present and debate group viewpoints or plan activities to use information technology as a tool for communication.
3.5.2 Teaching strategies used to develop learning in numerical analysis,
communication and information technology skills
The course is taught using the Active Learning Approach. Students must be able to communicate, conduct research, and present the findings of their research using information technology in order to learn the following skills in numerical analysis, communication, and information technology use:
4.5.2.1 Assign activities in which students analyze simulations or scenarios and present appropriate solutions.
4.5.2.2 Provide activities for students to learn how to utilize technical applications and data analysis to aid in decision-making in different situations.
4.5.2.3 Provide opportunities to work with information communication technology.
3.5.3 Assessment Strategies for Learning Numerical Analysis Skills, Communication and Information Technology
Measurement and evaluation are based on the actual conditions of the students' work and performance as follows:
4.5.3.1 Assessment of students’ outcomes/activities relating to numerical analysis.
4.5.3.2 Assessment of the individual student’s research and usage of information communication technology.
4.5.3.3 Assessment of students’ communicative and presentation skills in class.
แผนที่แสดงการกระจายความรับผิดชอบมาตรฐานผลการเรียนรู้จากหลักสู่รายวิชา (Curriculum Mapping)
กลุ่มวิชา Morality and Ethics Knowledge Intellectual skills Interpersonal Relations and Responsibilities Knowledge of Numerical Analysis, Communication, and Information Technology
ลำดับ รหัสวิชา ชื่อวิชา 1 2 3 1 2 3 4 1 2 3 1 2 3 4 1 2 3 4
1 BBAIB974 Electronic Commerce
กิจกรรมที่ ผลการเรียนรู้ * วิธีการประเมินผลนักศึกษา สัปดาห์ที่ประเมิน สัดส่วนของการประเมินผล
1 4.1.3.1,4.1.3.2, 4.4.3.1, 4.5.3.3 Class attendance Whole semester 15
2 4.1.3.1,4.1.3.2, 4.1.3.4,4.2.3.1, 4.2.3.4,4.3.3.1, 4.4.3.1,4.5.3.2, 4.5.3.3 Group Labs #10 times 1,2,3,4,5,6,7,8,10 10
3 4.1.3.1,4.1.3.2, 4.1.3.4,4.2.3.1, 4.2.3.3,4.2.3.4, 4.2.3.5,4.4.3.1, 4.5.3.2 E-business plan report #food delivery apps 14 15
4 4.1.3.1, 4.1.3.2, 4.1.3.4, 4.2.3.1, 4.4.3.1, 4.5.3.1, 4.5.3.2, 4.5.3.3 Food delivery apps KPI 16,17 10
5 4.1.3.3, 4.2.3.2, 4.3.3.3 Midterm Exam 9 25
6 4.1.3.3, 4.2.3.2, 4.3.3.3 Final Exam 18 25
•           Gary P. Scheider (2011), Electronic Commerce, 9th edition, Course technology Cengage learning , USA
 
Dave Chaffey (2015) E-business and E-commerce management, Strategy, Implementation and practice, 6th edition, Pearson Education Limited, UK
 •          Dave Chaffey (2015), Digital business and E-commerce management, Strategy, implementation and practice, 6th edition, Pearson Education Limited, UK
•           Gary P. Schneider (2013), Electronic Commerce, Course Technology, Cengage Learning, USA          
•           Combe, C. (2006) Introduction to E-Business: Management and Strategy, 1st Ed. Elsevier Ltd.        
•                     Haag, S. and Cummings, M. (2010) Management Information Systems for the Information Age, 8th Ed. McGraw-Hill/Irwin.
•                     Stair, R. and Reynolds, G. (2010) Information Systems Essentials, International Ed. Course Technology, Cengage Learning.
Related website for each topic, for example, Wikipedia. Google, and Marketing oops.
  1. Observe from the interest and enthusiasm of students
         2. Online evaluation from the students
         3. Assess from the achievement of the students
1. Observe from the participation of students in the class
         2. Assess from the achievement of the students from each test
         3. Online evaluation from the students
         1. Consider the suggestions from the result of the evaluation
         2. Attend training session and seminar in order to improve teacher’s skills
         3. Improve the teaching materials by adapting with the situation
  1. Observe from the participation of students in the class
         2. Assess from the achievement of the students from each test
   1. Improve from the evaluation of teaching and feedback by students