Active Learning Model for Teaching B2B e-Marketplaces

Journal of Information Systems Education, Spring 2005 by Gricar, Joze, Pucihar, Andreja, Lenart, Gregor

The questionnaire consists of two parts. Part One relates to e-business technology availability while Part Two relates to e-business technology usage in the procurement and sales process of the organization. The questionnaire was updated after the pilot. To date, it has only been used in Slovenian organizations. Future plans may use it in nearby countries. Knowledge sharing continues to grow with other universities and institutions in neighboring countries.

Questionnaire results show the organization's e-commerce readiness. Students also collect data about use of internet technology in the organization and its usage for procurement and sales processes. In addition they look for data about the current use of e-marketplaces for the procurement and sales processes. After compiling this data, students are better able to assess an organization's current technology along with the organization's willingness to use new business models. Students also compare the collected data with eBusiness indicators from eBusiness W@tch reports to benchmark companies against European counterparts. Later, the data are analyzed by faculty for research on the current status and e-commerce development of Slovenian organizations.

4. STUDENTS ASSESMENT

The final seminar paper, which is the first part of a student's assessment, summarizes the entire project. In addition the seminar paper analyzes the buying and selling business processes in both partnering organizations. Current available technologies and opportunities for e-marketplace use are also explained. Students document the prototype solution in detail. At the conclusion the students recommend the most suitable e-marketplace along with suggestions for its use.

Students present the prototype to representatives from both organizations, preferably at the same time. Students also include a written report of the prototype presentation in the final seminar paper. Copies of this paper are provided to both participating organizations.

The second part of the student assessment is a 10-minute prototype presentation for other student groups. Three to four groups - of the three-student project teams - present project findings. Discussion following each presentation seeks to identify the most innovative ideas in the prototypes as well as offer possible improvements for both the prototype and its presentation. The final grade is based on the seminar paper, the student's project presentation and the student's contribution to discussion during the final presentation.

5. CONCLUSIONS

By offering the e-commerce course in the format described in this paper students get involved in real business processes while using the latest e-commerce technologies for e-marketplaces. Use of pre-production Oracle Exchange e-marketplace enables students to develop e-marketplace prototype solutions which are presented to project sponsors in the companies. The aim of this approach is to create greater awareness and to offer opportunities and to explain benefits or possible threats for organizations doing business in an e-marketplace. This is accomplished by close cooperation between students and the selected organizations. In conclusion, students present the seminar work and prototype to the organizations. Use of this approach encourages the acceleration of e-marketplace adoption in the organizations. In this method, students are not learning only about e-marketplace adoption but also learning how to test new e-business models in a real-life environment.