Overview of the resources

The concept we are planning to teach is impulsive purchase behavior, and in order to ensure that learners can learn the concept efficiently. We designed an about 2 hours’ learning activities for learners and the detailed activities can break down into the following part:

Section 1: Basic Knowledge Acquiring – Learners are required to read a textbook content about factors that influence consumers’ buying behavior (Factors That Influence Consumers’ Buying Behavior Chapter 3 via Open Library), and they can read the content before the 2 hours’ activity. The reading content is highly relative to the concept of impulsive purchase, and students are able to assume factors that could lead to impulsive purchase behavior. The reading would spend about 10 minutes for learners, and they are also required to find one advertisement through the internet, magazines or newspapers that they find attractive in another 10 minutes.

Section 2: Role Play – Teacher will use think-pair-share technique to connect knowledge student gained from reading the textbook to advertise. Such as how color, bold writing and pictures provoke impulsive buying behavior, and it will take 10 minutes. Learners will then be split into groups of two. Their task is to use the knowledge they learn from the textbook reading to sell the product or service of their collected advertise to their partners, and their partners do the same after 10 minutes. This section of activity takes a total of 30 minutes. Learners should have a deeper understanding of consumer purchase behavior, and they should also have questions about impulsive purchase behavior.

Section 3: Exit Ticket – During the third section, learners will be given a true or false statement list about impulsive purchase behavior. The list contains essential concepts, misconceptions and some accidental features of the concept. Students are required to complete the list individually or in groups based on what they learned in previous in 15 minutes. Correct answers and explanations will be given to learners which will take another 25 minutes. Learners should have learned essential knowledge of impulsive purchase behavior in this section. The list is created for student to self-assess, and it will not be graded.

Section 4: Peer Review Writing Posts – During the last 30 minutes, learners are required to create a less than 200 words’ content about impulsive purchase behavior; the content can be any accidental features they found from their research. Learners can post their work on a Facebook class page, and they are also required to reply to two of their classmates’ work. For privacy and inclusion concerns, students who are not comfortable with or does not have access to the internet could hand in the writing posts in paper version.

Subtopics of the learning resource will include the following,

  • Factors that Influence Consumers’ Buying Behavior
    • Situational Factors
    • Personal Factors
    • Psychological Factors
      • Maslow’s Hierarchy of Needs
    • Societal Factors
    • Impulsive buying behavior
      • What is impulsive buying
      • Why people buy impulsively
        • Intrinsic factors
        • Extrinsic factors
      • Impulsive in marketing professionals’ perspective
        • Loyalty program and impulsive purchase
      • Purchase with rational
    • Activities and conclusion
      • Practice on the list of true or false statements
      • Concept summary
      • Sales presentation activities

Learning Design Rationale  

The purpose of teaching is not simply presents knowledge to learners but to let them actually learn knowledge efficiently. We believe that it is possible that our learning design can combine the best elements of theories of cognitivism, constructivism and behaviorism to maximize learning efficiency. Cognitive theories conceptualize students’ learning process; it views knowledge acquisition as a mental activity that entails internal coding and structuring by the learner (Ertmer &Newby, 2018). That is, efficient information receiving, organizing and storing facilitate internal code writing and knowledge acquisition. In order to achieve the goal, teachers must assist learners to organize information in an optimal way (Ertmer &Newby, 2018).

Our study design starts from reading a short section of a textbook so every learner has the same starting point before learning the class content. Moreover, the textbook content is to act as an ice breaker that leads learners to discover answers in the right direction. Learners then have chances to discover and discuss the concept of impulsive purchase behavior with their own experience which assists them to organize their understanding of the knowledge. The concept was given at last so learners can compare their understanding with the facts of the concept to memorize the concept deeper. Lastly, discovering the concept and write it down provide students opportunities to learn facts of the concept that interest them the most, and learners would also get chances to learn from their peers. We believe design learning in this order can organize information that helps learners to understand and memorizing the concept optically.

Constructivism point out those learners should be able to make their own meaning and interpretations based on individual experiences. Our learning design provides two sections that allow learners to learn based on their own experiences. Learners first find advertisements, and they are able to make some assumptions even before their role-play sales. During the role-play, learners are able to find meaning based on their interaction with other learners, and after learning the concept, they are able to create their own content driven by their own interests.

Behaviorism emphasizes establishing the stimulus, the response and the association between the two. Teachers’ role in behaviorism is to determine cues that can elicit the desired responses, arrange practice to elicit the responses in natural.  The concept is effective in facilitating learning of recalling facts, defining and illustrating concepts, and applying explanation (Ertmer &Newby, 2018). In the case of teaching impulsive learning, defining and illustrating the concept is designed after learners self-learning the concept and get hand-on experiences where the true or false list work as a stimulus to guide the right response. Explaining the right answer, on the other hand, work as reinforcement that helps learners to memorize the concept thoroughly.

As described before, knowledge acquisition is a process of information receiving, organizing and storing. The traditional classroom learning method allows students to learn knowledge with a well-organized form, but there has no guarantee of knowledge retention and students’ ability to apply learned knowledge into real life. Consequently, we intend to design our learning resources student-oriented where students initiate learning activities by desires. We intend to use an inquiry-based learning method to transform basic curiosity to critical thinking and understanding of the studies. The main responsibility to learners is to guide them on how to start an investigation and how to organize the inquiry process (Younker, 2020).

Therefore, our learning design aims at nurture learner’s curiosity and transforms it into critical thinking and practical experiences. Students should have curiosities about the concept after section 1, and section 2 is designed for them to discover. In section 3, learners are able to get most of the answers to solve their curiosity, and they are able to practice what they learned to take their research into the next level.

Learning context

The learning resource is designed for 15-30 students to learn the concept, but it is adjustable if there are more students in the class. Consumer purchase behavior is a basic concept that business major students would learn in the first year. Impulsive purchase behavior is a part of consumer purchase behavior lots of students might not learn from textbooks. We find this concept interesting because we believe the concept is critical thinking of consumer purchase behavior, and the concept is practical in an individual’s life. Consequently, the target audience of the learning design is for higher education.

Most of university (or college) students have the basic skills of reading and writing, and they have already nurtured strong learning abilities from their previous education. Every student might be in different stage of life, but they should have the ability to self-learning, and they are also during an age of fast knowledge-absorbing since they have been studying for 12 years before, and they passed assessments of their previous education. Moreover, the target learners are the generation who grows up with the internet, so they are able to use the internet to search for the information they need for learning the concept without any barriers. We believe our learning design could inspire their desire to learn and direct them to receive, remember and practice the concept as they need.

In addition, since people learn 70 percent of what they say and write and 90 percent of what they do (Wikipedia, 2020), we believe that students should be able to learn the concept by role playing better than listen to a teacher talk all the time. Role play is a process where students could recall their previous learning from section 1, and most importantly, this is a section where more question could be generated. Students are able to learn from their peers, and this part of activity intends to inspire students’ desire to discover more about the topic. This section should be able to guide students to put more effort on the participation of section 3 and 4.

Learning outcomes

  • Describe the definition of impulsive buying behavior, consequences of the impulsive purchase and how to prevent it. (exit ticket)
  • Describe intrinsic and extrinsic factors that contribute to consumers’ impulsive buying behavior. (peer review writing task)
  • Explain what marketing professionals can do to encourage consumers’ impulsive buying behavior. (role-play)

Assessment Plan

Assessment is an educational process that ensures learners have the information they need to meet the learning outcomes. We arranged one formative and one summative assessment in our learning design to help both learners and instructors to understand how well students learned.

The first assessment is designed in section 3 after learners spend some time to discover the concept. During this section, learners are required to complete a true-false statement list; the list does not need to be returned to mark but learners are able to check the difference between what they think is right and what is right about the concept. This combination of formative assessment and self-assessment list would allow learners to summarize what they discovered in previous, and find out how much they know about the concept through a specific mark or percentage.

The summative assessment is designed in section 5. After learners complete their posts, they are able to get feedback from both their peers and instructors. Learners are able to know how and what to improve and instructors are able to know each learner’s performance. Based on our experience, peer’s review might not as straight forward as instructors, but it can still provide learners with a second opinion about their work. Students are able to improve their work after they read peer’s review before a teacher gives the final feedback.

Design for Inclusion of Diverse Learners

Our learning design also aims at allowing learners with special requirements can learn comfortable and efficient, and other learners will also be able to benefit from those learning designs. Our goal is to ensure that people who loss of hearing and people who are learners with English as second language (ESL) can learn as efficiently as other learners. However, other people such as learners with color blindness or learners who only have mobile data should also be able to enjoy our learning design without barriers.

Learners with loss of hearing could have difficulties in section 2 and 3. In order to ensure they can participate in role-play activity, Google voice to text applications will be provided, and learners with loss of hearing can write down their ideas to communicate with their partner. Since each group only have two peers, students with lose of hearing should be able to participate in the role play without too many barriers. In addition to voice to text applications, section 3 content will also be recorded as videos with subtitles for every student to review. For privacy concern, only the teacher will be recorded in the video.

For learners with English as the second language, comprehending meaning in reading and listening are both a barrier where writing and speaking can also be difficult for them. We assume that our ESL students can use English to do simple communication. Google Translate will be provided to help them to translate textbook content, lists of true or false statement and advertisement. In the role play section, ESL student can also use voice to text application to see the translation in their language directly, and they can type what they want to say in Google Translate and show it to their partner. Section 3 will be recorded as videos and upload to YouTube where they can see subtitles in their language anytime. We designed the fourth section with less than 200 words’ posts so ESL students do not have to struggle too much. ESL students can use Google and grammar check tools to help them express their meaning more accurately. If they feel that writing cannot assist them to express their ideas accurately, other options such as drawing or make videos are also acceptable for submitting section 4.

In addition, for learners who do not have access to a computer at home, all the class content can be accessed by mobile phones. Learners can read the textbook content through mobile phone, and all the content in section 4 will be posted on social media where these learners can easily access social media through a smartphone. We specifically set out that the post content should be less than 200 words; it is also for the convenience of mobile users. For learners with color blindness, they do not need to distinguish color in any part of the learning design, but they could also choose options of listening to the textbook or watching the video of the true false statement list to avoid reading.

Choose of Technology

The best method to help learners to learn is to find out want they want to learn and use the method they prefer to guide them. Most or probably all of our target learners are millennials, so they would be the generation who grow up with the internet and technologies. Therefore, it is clear that the internet is the technology that could assist our target learners to learn area of knowledge that they are interested in.

In the perspective of designing inclusive learning that creates benefit for all learners. We plan to create an auditory textbook about consumer purchase behavior where students can listen to the textbook other than reading through it. For the content about true or false statement lists, we will record the class content into videos with subtitles, and subtitles transcript will also be posted for every student to review after class. Moreover, we provide learners Google voice to text application, Google Translate and Grammar checking tools to ensure that all learning material is created with visual and auditory versions. We also create subtitles and use translators to ensure that ESL students can be included in the class and study without barriers.

We hope to create learners the openness to support innovative educational practices, social interaction, knowledge creation, peer learning and shared leaning learning practices (Paskevicius & Irvine, 2019). From reading open textbooks, doing research online to encouraging learner-generated content, technologies grant learners learning of choice, ability to create, critical thinking opportunities and unlimited possibilities.

Peer’s Recommendations

https://smaceducation.wordpress.com/2020/06/18/peer-review-impulsive-purchase-behavior/

https://songliu98.opened.ca/peer-review-pod-6s-interactive-learning-resource-impulse-purchase-behaviour/

https://brittanyseducblog.opened.ca/2020/06/18/peer-review-pod-6-impulse-purchase-behaviour/

We are grateful that our peers have gives us lots of practical recommendations that really helped us to enhance our Interactive learning resource efficiency in detail. Both Smaceducation and Brittany ask which textbook we would be used in section 1. We then realized that we wrote learning resources information on the learning design blueprint, so we assumed that the information was given. Thanks to our peers so we can add these important details. Smaceducation and Song both concerned that only given students 10 minutes to read might not be the best way for students to learn. We added a ten minutes think- pair-share activity in section 2 as Smaceeducation suggested. However, we do not want to give students more information about the concept because we hope students can discover the concept and generate questions in section 3.

In the learning context part, Song points out that we do not have proves of saying our target audiences are during an age of fast knowledge-absorbing. We completely agree with that, and all we actually want to express is that students are able to do self-learning during this age. Brittany suggests us to clarify how many students we intend to teach so we added this information as well. We also think that Song’s quotation of Edgar Dale is an excellent point, so we wrote another paragraph to explain reasons that we decide to use role-play in section 2, and we applied the quote Song provide into the paragraph.

In the assessment plan part, we were planning not to let teachers given learners feedback without letting students make any changes after peer review. Smaceducation asks will students be given a chance to take the comments given and improve their work. It makes us think, and we think students definitely should be able to make changes before they submit their work to teachers.

In design for Inclusion of diverse learners part, Brittany mentioned privacy concerns which we did not think of before; Smaceducation also mentioned alternative solutions for people without the internet, and we made adjustments for both points. Moreover, Song mentioned that learners with loss of hearing might not be able to communicate with their partner efficiently since we said they can write down their ideas to communicate. We agreed, and we ensure that they only need to communicate with one partner during the role play. However, we cannot find any better idea to lift loss of hearing students’ barriers completely.

There are only a few ideas we did not adopt from our peer’s review, such as adding one more section to given more knowledge of the concept to students before role play since we want students to keep their curiosity. Overall, the peer’s review recommendation is practical and helpful for us to improve our interactive learning resource.

 

 

 

References

Ertmer, P., Newby, T. (2018). Chapter 11 Behaviourism, Cognitivism, Constructivism.        Pressbooks. Retrieved from

https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-construc  tivism/

Paskevicius, M., & Irvine, V. (2019). Practicalities of implementing open pedagogy in higher education. Smart Learning Environments, 6(1), 1-20.        doi:10.1186/s40561-019-0110-5

Wikipedia. (2020). Edgar Dale. Retrieved from       https://en.wikipedia.org/wiki/Edgar_Dale

Younker, B. A. (2020). INQUIRY-BASED LEARNING. Humane Music Education      for the Common Good.

https://doi.org/10.2307/j.ctvxcrxmm.9