Author(s)

Lili Sun ¹

Affiliation(s)

¹ School of Logistics Management and Engineering, Zhuhai College of Science and Technology, Zhuhai City, Guangdong, 519041, China

Corresponding Author

Lili Sun

ABSTRACT

Some universities" courses are too theoretical and lack practical elements. Students often lack practical skills and project experience upon graduation, making it difficult for them to adapt to the requirements of the workplace. Therefore, this article proposes a method of reforming traditional e-commerce professional teaching courses through short video teaching. This article first studies and analyzes the problems existing in current practical teaching, such as complex classroom content, large gap between simulated practice and reality, and insufficient practical conditions, and then outlines the meaning and role of micro courses. Therefore, this article explores the integration of the PDCA (Plan Do Check Act) dual cycle into the curriculum, and decomposes and reconstructs the course content according to job requirements. In addition, this article also points out the integration of knowledge in data statistical analysis and psychology into teaching. Finally, this article studies and records students" interactive behaviors, such as video views, likes, and comments, to compare and analyze the effectiveness of teaching reform. The results showed that after the course ended, students" knowledge retention rate and skill transfer effect both improved. Some students showed sustained high levels of interaction, especially in indicators such as viewing frequency and likes. Students with high participation also performed well in the project, with 30 students evaluating the method as "effective". The resource investment cost, which accounted for the largest proportion of classroom education costs after the reform, was only $2500. 

KEYWORDS

E-Commerce Major; Reform in Education; Short Videos; Course Content Optimization

CITE THIS PAPER

Lili Sun, Research on Teaching Reform of E-commerce Based on Short Video. Transactions on Comparative Education (2024) Vol. 6: 121-129. DOI: http://dx.doi.org/10.23977/trance.2024.060517.

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