Using RFM approach with PBL to course design
Keywords:advertising script, course design, problem based learning, RFM
Based on Problem-Based Learning (PBL) concept, this study creates an advertising script by conducting RFM (recency, frequency, monetary) approach from the data analysis in customer relationship management (CRM) course. In PBL process, the students themselves should use RFM method to make segment from the customer database of service industries and find out the characteristics of target segment based on the demographic variables and according to these traits to form their advertising scripts. Through finding the highest value of segment as the target customer, they should focus on the characteristic of their choice target and create an advertising script to attract this segment by their traits. These processes of steps can provide the course design of CRM or advertising project to make creation from customer targeting.
Abbasimehr, H., & Shabani, M. (2021). A new framework for predicting customer behavior in terms of RFM by considering the temporal aspect based on time series techniques. Journal of ambient intelligence and humanized computing, 12(1), 515-531. https://doi.org/10.1007/s12652-020-02015-w
Barrows, H. (2002). Is it truly possible to have such a thing as dPBL?. Distance Education, 23(1), 119-122.
Chen, J., Kolmos, A. and Du, X. (2021). Forms of implementation and challenges of PBL in engineering education: a review of literature. European Journal of Engineering Education,46(1), 90-115. https://doi.org/10.1080/03043797.2020.1718615
Cîmpean, E., & Bocoş, M. (2022). Developing Digital Competence and Media Literacy through PBL: Web 2.0 tools used in# DigitalEU–we'll do! eTwinning project. Educatia 21, (22), 88-96.
Heldt, R., Silveira, C. S., & Luce, F. B. (2021). Predicting customer value per product: From RFM to RFM/P. Journal of Business Research, 127, 444-453. https://doi.org/10.1016/j.jbusres.2019.05.001
Kumar, V., & Reinartz, W. (2018). Customer Relationship Management: Concept, Strategy, and Tools. Berlin, German: Heidelberg Springer.
Naji, K. K., Ebead, U., Al-Ali, A. K. & Du, X. (2020). Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar. EURASIA Journal of Mathematics, Science and Technology Education, 16(8), 1-16. https://eric.ed.gov/?id=EJ1272452
Nurtanto, N., Fawaid, M. and Sofyan, H. (2019). Problem Based Learning (PBL) in Industry 4.0: Improving Learning Quality through Character-Based Literacy Learning and Life Career Skill (LL-LCS). Journal of Physics: Conference Series, 1573,315-323. https://iopscience.iop.org/article/10.1088/1742-6596/1573/1/012006/meta
Rahim, M. A., Mushafiq, M., Khan, S., & Arain, Z. A. (2021). RFM-based repurchase behavior for customer classification and segmentation. Journal of Retailing and Consumer Services, 61, 102566. https://doi.org/10.1016/j.jretconser.2021.102566
Rojprasert, S., Neanchaleay, J., Boonlue, S., & Sinlarat, P. (2020). Designing and implementing constructionist learning in a blended advertising photography course. International Journal of Technology Enhanced Learning, 12(1), 20-37.
Sihombing, V. I. C. & Iswara, P. D. (2022). Effects of Project Based Learning Model Assisted by Picture Media on Advertising Text Writing Skills. Proceedings in the 4th International Conference on Elementary Education, 4(1), 874-822. http://proceedings2.upi.edu/index.php/icee/article/view/2066
Strobel, J. and van Barneveld, A. (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1), 44-58. https://doi.org/10.7771/1541-5015.1046
Zhang, D. & Hwang, G. J. (2022). Effects of Interaction between Peer Assessment and Problem-Solving Tendencies on Students' Learning Achievements and Collaboration in Mobile Technology-Supported Project-Based Learning. Journal of Educational Computing, 60(4), 135-152. https://doi.org/10.1177/07356331221094250
How to Cite
Copyright (c) 2022 Hui-Hsin Huang
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.