Interactive Learning on Impulsive Purchase Behavior

To create an inclusive learning environment, our group assign the learners tasks that suit their social or economic backgrounds, which they can evaluate regularly based on institutional resource availability. Specifically, the learners will be required to read sections of their coursebook, Factors that Influence Consumers’ Buying Behavior, from the website open.bccampus.ca. Learners will use their class tablets or library desktops to access the website. The learners will also provide two additional sources –pictorials or magazines- they read on impulsive behaviour and justify their selections. The choice of an inclusive learning approach that would continue to facilitate learning depends on the learners’ environments’. In this context, we categorize the learners based on their preferred sources, special needs, or means of accessing the internet. Inclusive education requires that education managers avail suitable resources to students with special needs. In inclusive learning, we must empower students to know where to look for information they need to grow intellectually as proven by the gorilla test. The technique is an effective way of ensuring that learners participate actively in systematic inquiry to understand how environmental factors shape people’s behaviours. Depending on the students’ choice of sources and access to the internet, and need to guides them on how to analyze the information they obtained.

Adjusting to Challenges

Inclusive practice in education is complex and multifaceted such that to adjust planned activities to meet learners’ needs suppose an unexpected event occurs, we would have to customize learning activities to achieve optimum results. Institutional resource availability determines how learners embrace the new teaching method (Graham n.p). To engage the learner on the concept of impulsive purchase behaviour, we give online assignments and practical work that they should complete in the field. For instance, students should conduct social research on consumer behaviour online as well as in physical shops using various questionnaires, and then compare their results on a classroom database. The assignment provides students with the opportunity to learn and interact with various consumers in their respective environments and understand factors that shape their purchasing decisions. The technique also sustains active interaction due to the use of various learning platforms. As the students interact with each other, they exchange their views on the topic and become confident in expressing themselves. Studying impulsive consumer behaviour online and in the real world without interference from institutional bureaucracy allows students to be the central agents of the learning process.

Various Means of Engagement

The teaching session will use different platforms for social interaction to allow students to compare their experiences on researching about the topic. Education managers must provide integrative learning experiences and platforms that enhance user experience and guarantee sustained intellectual growth (Brown 46). The use of chat groups, video meetings, or document sharing can be effective if learners and teachers have easy access to a reliable internet connection. To compare their experiences on impulsive purchase behaviour, the students need to share their experiences across the various platforms and model their observations to encourage more interaction with the content they collected. For instance, they could design placards to illustrate the impact of different visual effects on various demographic populations. In the medium term, schools must allow students who have fallen behind schedule to catch up and transition to re-join their expected level of education and competency (Lalani and Li).

 

Reference

Brown, Zeta. Inclusive Education: Perspectives on Pedagogy, Policy and Practice. Taylor & Francis Ltd, 2016.

Graham, Linda. Inclusive Education for the 21st Century: Theory, Policy and Practice. Allen & Unwin, 2020.

Lalani, Farah, and Li, Cathy. “The COVID-19 Pandemic has Changed Education Forever. This is How.” April 29, 2020. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ Accessed June 4, 2020.