Influencing Factors of the E-commerce Teaching Quality Based Taskdriven Project Empirical Study

Influencing Factors of the E-commerce Teaching Quality Based Taskdriven Project Empirical Study 1 Province,China,313153290@qq.com Abstract In this paper, designed the Likert seventh scale system to survey the affect elements of task-driven teaching based-project e-commerce course, using principal component analysis method to come to the effect of four factors.such as the level of teaching, item processing level, students learning and school auxiliary devices. Then verify the structure model of how the four factors analysis and make recommendations. Keywords: Task-driven teaching method, Project-based teaching method, E-commerce, the quality of teaching, Empirical studies 1. Introduction Domestic scholars from various aspects of e-commerce teaching are explored. Some scholars from the teaching patterns such as "professional + business" teaching mode to entrepreneurship as the core, the entrepreneurial activity and professional courses organic combination of classroom teaching and practice combine entrepreneurial[1]. Some scholars study on the teaching methods.teaching Methods of e-commerce, e-commerce case studies and experimental programs as an important link reflects[2]. Teaching practice, project-driven teaching method will be applied to e-commerce Teaching achieve better teaching results[3]. Some scholars teaching courses on management factors affecting the quality of empirical research, teaching factors attributed to the teachers teaching, students' learning, and teaching environment three factors[4]. Task-driven project-based teaching method is suitable for e-commerce teaching. Adapt to the current e-commerce teaching needs of rapid development of network economy, many colleges and vocational technical schools offer a professional e-commerce, e-business professions are also open even if there is not the course. However, the learning of the students learning effect found unsatisfactory. Some believe that the course is an e-commerce website building course, some believe that an online shop of course, some students do not even know the purpose of this course. Based on the above situation, the implementation of e-commerce task-driven project-based curriculum teaching methods talk about curriculum content planning for the outcome of several projects and each project and then divided into a number of independent tasks. This approach not only give students a clear learning objective of the course, and through the completion of tasks more to enhance learning. Detected by the student's learning teaching effectiveness is the most direct, the author found in the teaching process using heuristic teaching, students' attitudes more positive, the results also tend to better. Based on existing research, build mission-driven teaching project-based e-commerce factors affecting the quality and use of structural equation modeling analysis of influencing factors for authentication. 2. Basic concepts Project-based teaching mainly to the teaching content is divided into several separate projects (products), teachers and students work together to complete the full project teaching activities[5]. Taskdriven method refers to teachers will be teaching content design into a number of specific tasks, taskdriven, by way of example as a guide, ask questions to guide students to learn and to do, to develop students ability to analyze and solve problems, and ultimately achieve teaching objectives[6]. Factor analysis is a multivariate statistical analysis to study how with minimal loss of information, will reduce the number of original variables concentrated number of variable factors, as well as how to use the factor variables with a strong interpretative methods available. Structural equation modeling referred Journal of Convergence Information Technology(JCIT) Volume9, Number2, March 2014 215

SEM, is a multi-variable statistics, the integration of factor analysis, path analysis and multiple regression analysis, and testing of the dominant variables included in the model, the potential variables, interruption or error relationships between variables, is an established, causal model estimation and testing methods[7]. 3. Conceptual model and hypotheses 3.1. Concept model The quality of teaching is rich in content. British scholar, Harvey and Knight [8], proposed a traditional, perfectionism, pragmatism, and performance, the development of the five teaching quality view. Quality of teaching is a composite indicator, not only by the macroeconomic environment, teaching resources and other factors, but also by teachers' teaching methods, content organization and student learning, and many other factors. I integrated the recommendations of experts and students interview record, the teaching quality assessment as a measure of the quality of teaching that is set internal variables, the level of teaching, teachers item processing level, secondary item is school condition, student learning conditions as the quality of teaching factors that external variables. 3.2. Propose hypothesis The teaching process is the process of missionary teachers and students to accept the unity of the process. Teachers' attitudes to teaching,her decision to work in the investment, and positive attitude will lead to its seriously, carefully prepared to explain the contents of excellence for. Instructor's own level of expertise to some extent determine the depth of her understanding of knowledge and breadth of their knowledge and understanding through and are able to digest the way students learn, hard to imagine a poor knowledge teacher is able to speak out gushing about content related fields, and through gradual way to convey to students. Teaching content using different teaching methods, the effect of different, relatively strong practical courses taught mainly if only teachers and students lack of exercise, will make the whole class uninteresting. Through communication with students found that students tend to prefer to have training opportunities in curriculum, and not favor a purely theoretical courses. Based on the above understanding,author put forward to a variety of hypothesis Hypothesis 1. Hypothesis 1. Level of teaching quality of teaching has a direc t impact on the path. The division of the project, the completion of the project as well as lessons learned is the core of teaching methods. The same teaching content, the use of different teaching methods and equipment, teaching results obtained it is possible not the same. Project is defined too difficult, students are always in practice attempts failed, the long run will repel the students' enthusiasm for learning. Project settings are too easy, no challenge to the students, the students too easily mistaken for teaching content, while ignoring the importance of the course. Task-driven implement project-based opportunities to practice the teaching process is particularly important enough opportunities to complete the task so that the final completion of the project. E-commerce is very strong practical courses, aim to complete their courses is relatively clear, so the author in this paper using task-driven project-based teaching methods. This method and results of the project due to breakdown of the different tasks affect students' motivation to learn the different effects to put forward hypothesis Hypothesis 2. Hypothesis 2. Teachers project processing levels on the quality of teaching has a direct impact on the path. Process of teaching students belong to the recipient, but also the best evaluator of teaching effectiveness. Students' attitude in a way that may affect teaching effectiveness. When students with enthusiasm into the study, if there is doubt will take the initiative to seek help, and will be trying to understand the relevant knowledge, acquire appropriate skills, understand about content finally. If the student is just learning to cope with and to treat the knowledge and skills to feel indifferent. In addition to learning attitude, its early course of study students will also promote knowledge and understanding of the field. Real-life close-knit team strength is far greater than the sum of each individual force, if the team introduces the idea of students' learning process, whether it be learning plays an active role. Integrated the above analysis, on this proposed hypothesis Hypothesis 3. Hypothesis 2. The quality of teaching learning situation has a direct impact on the path. 216

School management system for students to give great support to students in such an environment will naturally active learning. If the school more emphasis on student learning, for students with good academic results give positive incentives, learning to be recognized after the natural will redouble our efforts to learn. School learning environment for students' attitude has a certain degree of influence. If the school is not the whole learning environment for students to learn, because herd mentality, even if the students want to learn because of the surrounding environment will give up the opportunity to learn. Preparation may quicken the work, in addition to learning atmosphere, the teaching equipment essential to the process as a teaching tool, suitable teaching tool for students' learning has a positive role in promoting. E-commerce courses maneuverability is very strong, if you can not provide appropriate teaching facilities, student learning will be empty tedious, not to mention the natural active learning, to put forward hypothesis Hypothesis 4.. Hypothesis 1 to Hypothesis 4. raised by more than the basic path assumes that the structural variables to build a conceptual model shown in Figure 1. Figure 1.Task-driven Teaching project-based E-commerce Conceptual Model of affecting Quality Factors 3.3. Observed variables to determine The survey observation point from nineteen teaching factors were measured for the observed variables defined 19 survey questions, according to seven Likert scale method to quantify the indicators seven stages, namely, " most unimportant", "more unimportant", " unimportant","general", "important","more important, "most important" and were given "1,2,3,4,5,6,7" rating. In this paper, Business English 2012, marketing professional 2011 and 2012, Business Administration 2011 student survey questionnaires were distributed and 300 copies, 256 were recovered (recovery 85%), 237 valid questionnaires (response rate 79 %) belong to the effective investigation. Using SPSS 19.0 software using factor analysis of the data collected to obtain sufficient degree of sampling Kaiser-Meyer-Olkin measure of value is 0.775, indicating that the sample data is suitable for factor analysis. After factor analysis, got five latent variables cumulative percentage reached 80.111%, one for the internal variable, and the remaining four exogenous variables. Research in this field has been based on the combination of factor analysis results, the design of each element of the model to determine the specific areas of the observed variables observed as shown in Table 1. Table 1. Project selection matrix rules Latent variable Observed variables Teachers teaching level ξ 1 Teaching attitude X 1 Systems knowledge X 2 Teaching Methods X 3 Clear mission X project processing level ξ 4 Results of the project clearly X 5 Teacher-student interaction X 6 2 Convergence projects and tasks X 7 Opportunities to practice X 8 Learning attitude X Student learning ξ 9 Learning Team X 10 Professionalism X 11 Recognition for 3 classroom teachers X 12 Teaching facilities X Schools auxiliary conditions ξ 13 Management system X 14 Learning atmosphere X 15 4 Teaching effectiveness evaluation η 4. Data analysis and empirical 4.1. Observed variables to determine Mastered the basics Y 1 Ability to detect moving the frontiers of knowledge Y 2 Ability of completing the task Y 3 Ability of solving new problems Y 4 Cronbach's Alpha reliability coefficient is more commonly used measurement reliability test questionnaire to measure the degree of consistency problems variable contains a common method[9]. 217

This article Cronbach's Alpha index value 0.797, indicating that the design of the questionnaire has high reliability. 4.2. Structural equation model path diagram identification This article based on a conceptual model, and potential variables and latent variables, latent variables and significant relationship between the variables, the constructed teaching quality factors commerce structural equation model path shown in Figure 2. Road map parameters to be estimated (t) has the potential to significantly variable variable to point to the path coefficient 19, which was variable residuals 19, the potential path coefficients between variables 4, significant exogenous variables 19, endogenous variables were 4, the model path diagram of freedom df = 126> 0, the model identifies the model. Figure 2. Task-driven teaching project-based E-commerce curriculum factors of affecting structural equation model roadmap Table 2. Common model fit evaluation criteria and the model of the actual calculated value Index Name is Evaluation criteria is Calculated value is CMIN/DF Ratio fewer then3 the model is better; ratio fewer then 5 basic fitting observed data to the model, the model can accept; ratio> 1.350 5 then the model is not good. Absolute Fit GFI Value from 0 to 1, if the value is more than 0.9 models get a better fit 0.934 Index RMR fewer than 0.108 when fitting observational data and RMR model good 0.102 AGFI Value among in 0 to 1, the more close to 1 indicates the model fit the better 0.900 RMSEA RMSEA fewer then 0.05, observational data and model fit well 0.039 Value between 0 to 1, the more close to 1 indicates the model fit 0.840 NFI the better Relative Fit TLI Values more than 0.9 to get closer to a better model fit 0.933 Index Ranging from 0 to 1, if the value is more than 0.9 models get a 0.950 CFI better fit. Simple PGFI The value closer to 1 indicates the model fit the better 0.619 Fit Index PNFI The value closer to 1 indicates the model fit the better 0.619 218

4.3.Structural equation model fit This article uses AMOS19.0 software road map for the above model to calculate estimates, the results in table form to provide basic information, including the model (which analytical methods, variables, basic situation, model information), correction model (modified index) and Model Evaluation (estimated result, model fitting) three parts. Model fit index value is to investigate the theoretical structure of the model fits the data level of statistical indicators. This model is now threepart adaptation values listed in Table 2. Model based on data in Table 2 shows the calculated and actual values of evaluation criteria are fitting better, which task-driven teaching project-based e-commerce factors Affecting the quality of the interpretation of structural equation modeling ability. 4.3. Estimation and Testing In this paper, AMOS software using maximum likelihood estimation method, the variables of each significant factor loadings and path coefficient analysis, standardized factor loadings and standardized path coefficients are shown in Table 3 and Table 4. Obtained through maximum likelihood estimation factor loadings> 0.4 [10].The factor is believed to have strong explanatory power, Table 3 all show a standardized load factors in the variable above conditions are met, so that the model has a strong explanatory power. The first exogenous variable (teachers teaching level) observed variable X 3 (teaching methods) largest carrier, indicating that the greatest impact of its ξ 1 remaining significant variables by size sort of contribution to the value X 2 (systems expertise)> X 1 (teaching attitude). Similarly, the second exogenous variables (project processing level) followed by a substantial contribution of variable order of X 4 (task definition)> X 5 (project results clearly)> X 6 (student-teacher interaction)> X 8 (opportunities to practice)> X 7 (Project with the task of convergence). The third external variables (student learning) contribution to the value of each variable were sorted by size for the X 9 (learning attitude)> X 10 (learning team)> X 12 (for classroom teachers recognized)> X 11 (professionalism). The fourth exogenous variable (secondary school conditions) contribution to the value of each variable were arranged in order of size as the X 14 (management system)> X 15 (learning environment)> X 13 (teaching facilities). Endogenous variable (teaching effectiveness evaluation) contribution to the value of each variable were arranged in order of size as Y 4 (the ability to solve new problems)> Y 2 (moving the frontiers of knowledge police capacity)> Y 1 (basic knowledge mastered)> Y 3 (ability to complete project tasks). Table 3. Standardized factor loadings Significantly variable is Standardized factor loadings Significantly in variable standardized factor loadingsis X 1 (ξ 1 ) 0.6132 X 11 (ξ 3 ) 0.4142 X 2 (ξ 1 ) 0.6835 X 12 (ξ 3 ) 0.5036 X 3 (ξ 1 ) 0.7402 X 13 (ξ 4 ) 0.4703 X 4 (ξ 2 ) 0.7433 X 14 (ξ 4 ) 0.5846 X 5 (ξ 2 ) 0.6342 X 15 (ξ 4 ) 0.5127 X 6 (ξ 2 ) 0.6165 X 7 (ξ 2 ) 0.4352 Y 1 (η) 0.7456 X 8 (ξ 2 ) 0.5022 Y 2 (η) 0.7613 X 9 (ξ 3 ) 0.7024 Y 3 (η) 0.6705 X 10 (ξ 3 ) 0.6273 Y 4 (η) 0.7712 The above table reflects the exogenous latent variables endogenous latent variable path coefficients were 0.6016,0.8257,0.8163 and 0.5573. These data show that the level of teaching, project processing level, student learning and school conditions Zhu auxiliary variables each increase of one standard unit, 219

Table 4. Standardized path coefficients Latent variable path is Standardized path 0.0001 level of coefficients is significance is Hypothesis testing results is ξ 1 η 0.6016 Notable Support HYPOTHESIS 1 ξ 2 η 0.8257 Notable Support HYPOTHESIS 2 ξ 3 η 0.8163 Notable Support HYPOTHESIS 3 ξ 4 η 0.5573 Notable Support HYPOTHESIS 4. teaching effectiveness and 0.5573 respectively 0.6016,0.8257,0.8163 standard units. 5. Conclusions and recommendations 5.1. Correct teaching attitude and adopt appropriate teaching methods to promote the successful completion of teaching From the data in Table 3 shows the level of teaching quality of teaching is significant, the data in Table 4 shows that the level of teachers teaching teachers teaching methods used in the largest contribution, followed by the teacher has the system knowledge and, teaching attitude. While teaching attitude from the display data values slightly lower than the other two variables, but the attitude is everything, teachers' attitudes affect the enthusiasm of the teachers, including teaching methods adopted and courseware production and the students understanding of the situation, so teachers should first correct teaching attitude. Teachers teaching methods adopted teaching has a direct impact, and now teaching with multimedia teaching facilities almost so alone multimedia way to improve attention has been far from enough. Therefore, based on the combination of multimedia teaching heuristic teaching as task-driven approach can more effectively improve the students' motivation to learn. The course content planning for a number of tasks, students need to learn to understand the knowledge, the skills needed to complete the related tasks, making the teaching effect is more prominent. Teachers themselves should have a solid professional knowledge, electronic commerce is a cross-edge disciplines, require relatively wide range of knowledge, including knowledge of computers, database operations, site construction, network marketing and consumer behavior and other aspects of knowledge. Only teachers themselves have a solid system of professional knowledge in order to enrich the contents of the entire class, rhetoric evidence, thereby improving the quality of teaching. I recommend e-teaching in the teaching process actively into the cause of education, strengthen their own knowledge system improvement, use of appropriate teaching methods. The second and following pages should begin 1.0 inch (2.54 cm) from the top edge. On all pages, the bottom margin should be 1-3/16 inches (2.86 cm) from the bottom edge of the page for 8.5 x 11-inch paper; for A4 paper, approximately 1-5/8 inches (4.13 cm) from the bottom edge of the page. 5.2. Reasonable set of task content and interact with teachers and students to actively Table 3 and Table 4 data show clearly defined tasks in the project process made the largest contribution, followed by requiring teachers to develop a clear project outcomes and enhance studentteacher interaction. In project-based teaching methods in project identification is very important, but also the most difficult. Each project will be divided into a number of clearly defined tasks in the taskdriven teaching plays a key role in each task by a number of technical components, tasks, with some difficulty, but through the efforts of the students will be able to complete the related tasks, the students through the various independent the task of learning, will learn the skills to carry out comprehensive, not only to master knowledge can also have learned to use the theoretical knowledge into practice. The survey found that students interactive sessions for teachers and students very seriously, both in the classroom requires teachers to be able to interact effectively with students, it also requires in practice to give students timely guidance. E-course is a practical course very strong, so the more important aspects 220

of practice, teachers not only attach importance to classroom teaching, curriculum practice guidance should be more attention. Therefore, author propose the entire contents of the e-commerce teachers must first clear project planning several outcomes, each project delineation of several independent tasks and provide students with ample opportunity to practice with the students to actively interact together to complete the project, and established for students to complete their own projects. 5.3. Students learning enthusiasm and the formation of appropriate learning team From Table 3 and Table 4 data shows students 'learning attitude is particularly important, you first need to develop students' enthusiasm, good learning attitude. The author found that teachers in the teaching process for students to develop relevant tasks, students will actively complete the relevant task, if teachers want students to complete through multiple channels, higher motivation to learn. Of course, with a certain professional knowledge (knowledge and skills) of the relative difficulty of student learning courses smaller successor, not only able to quickly understand the relevant course content, but also on the basis of the existing theory effectively improve. Learning process in the formation of the task number of appropriate and collaborative learning teams are formed between various learning teams compete with each other to form a strong cohesion within the team, through incentives to encourage students not only focus on their own learning more team-oriented learning outcomes. The survey found that the style of classroom teachers, such as manners, dress status on student learning have a certain impact, such as teachers in the conversation on certain aspects of the preferences, will to some extent affect the students' attention, the long run will affect the student learning. In short, I recommend e-teaching workers when teaching the students to focus on their own behavior first, and strive to cultivate students' interest in learning, to provide a large number of reference books for students to build their own reasonable learning team, set up a reward between teams measures, in order to improve student learning outcomes. 5.4. Improve conditions for teaching aids, to create a good environment for the teaching and learning Found by calculating the results of the model secondary school teaching conditions on the quality of teaching is positive. Schools secondary conditions including teaching facilities, management systems and learning atmosphere, etc.. State efforts to gradually increase investment in education, school teaching facilities of the purchase relatively complete, multimedia teaching is essential, but in the practical aspects of the school because of different investment funds to provide teaching for e-learning software is not as complete. Fully functional and timely update of educational software for students to be able to provide more functionality and knowledge. School management system on student learning also has a certain influence on the good results by incentives and do not pass punitive measures to some extent, are affecting student learning outcomes, results from the survey found that learning environment for students have an impact on learning, good learning atmosphere to encourage students to learn. Poor learning environment for students will make diligent student become indiligent. Author suggest that school administrators to increase investment in education and maintenance of facilities, the development of effective management systems, and promote the formation of a good learning atmosphere school. 6. References [1]Hang Teng,Yang Yanyong,Jia Xianming, Commerce college teaching professional + business practice education model in the colleges, Industrial & science Tribune,vol.18,p122-123, 2011. [2] Liu Ping, Analysis of electronic commerce teaching method in the colleges. Economic Research Guide,vol.23,no.97,p276-278,2010. [3]Fei Xiaoyan, Project Driving Teaching in Vocational Electronic commerce Practices Application of Teaching, Jilin Province Economic Management Institute,vol.24,no.4,p89-91,2010. [4]Han Jiaqing,Zhou Wei, Teaching Quality Management Factors, Journal of Inner Mongolia Agricultral University,vol.14,no.64,p149-151,2012. [5] Xu Zhaojie, Comparison of task-driven teaching and pedagogy of project,education and Vocation,vol.11,no.579,p36-37,2008. 221

[6]Xu Zhaojie, Comparison of task-driven teaching and pedagogy of project, Education and Vocation,vo1.11,no.579,p36-37,2008. [7] Wu Minglong, Structural agenda model --- Operation and application of AMOS,Chongqing University Press, China,2009. [8]Wang Xuehua, SPSS statistical software---based management applications,electronic Industry Press, China,2011. [9] Wu Minglong, Structural agenda model --- Operation and application of AMOS,Chongqing University Press, China,2009. [10] Wu Minglong, Structural agenda model --- Operation and application of AMOS,Chongqing University Press,China,2009. This paper was granted from the China West Normal University Funds (NO.12A029). 222