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Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

E. W. T. Ngai, S. S. Lam, J. K. L. Poon
Copyright: © 2013 |Volume: 9 |Issue: 4 |Pages: 20
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466635890|DOI: 10.4018/ijicte.2013100101
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MLA

Ngai, E. W. T., et al. "Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce." IJICTE vol.9, no.4 2013: pp.1-20. http://doi.org/10.4018/ijicte.2013100101

APA

Ngai, E. W., Lam, S. S., & Poon, J. K. (2013). Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce. International Journal of Information and Communication Technology Education (IJICTE), 9(4), 1-20. http://doi.org/10.4018/ijicte.2013100101

Chicago

Ngai, E. W. T., S. S. Lam, and J. K. L. Poon. "Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce," International Journal of Information and Communication Technology Education (IJICTE) 9, no.4: 1-20. http://doi.org/10.4018/ijicte.2013100101

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Abstract

This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with additional knowledge and skills in e-commerce. In this paper, the authors focus on the practical implications of the project-based learning approach on the teaching and learning of introductory e-commerce in the business context. Results indicate that students are interested in the proposed approach, particularly in learning by doing. In conclusion, the authors describe in this paper the successful development of a project-based teamwork game environment for the teaching and learning of e-commerce in schools. This environment can enrich learning and the pedagogical use of development tools in the academe. Finally, the paper puts forward two propositions that can guide hypothesis generation in future research.

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