Core concepts review and learning check

Lesson 20 · Review · 1 / 19

Putting twenty lessons back in place

Four clusters, five separations, one learning check

Purpose: state that no new content is introduced. Say that the lesson is a separation exercise, not a recap of every slide. Ask students to keep their wrong answers from earlier lessons on the desk. Misconception to avoid: review means rereading. Next: the opening vote.

Opening question · 2 / 19

Not forgotten - blended?

• Is mobile commerce a fourth transaction model?
• Is GMV the seller's revenue?
• Is the platform the seller?
• Is the funnel the same as the five decision stages?

Purpose: surface the four most common merges in one minute. Take a quick vote on each; do not correct yet. Misconception to expect: mobile is treated as a party type. Transition: the four clusters show why each merge fails. Ask for a show of hands on each question before correcting.

Review objectives · 3 / 19

By the end, you can...

• Place a new case in all four clusters.
• Separate five commonly merged pairs.
• Use the four-level check on a claim.
• Write a specific review plan for two weak concepts.

Purpose: make the review outcomes concrete. O1–O2 are tested by Q1, Q3 and Q5; O3–O4 by Q2, Q4 and the review ticket. Emphasise that 'review' means producing something, not rereading. Ask which objective feels least secure. Misconception: review has no new output. Next: the concept map.

Map · 4 / 19

One business, four questions

Purpose: replace the lesson order with four questions. Walk around the hub once, then ask which cluster a new case would enter first; the answer should be 'all four'. Misconception: clusters are chapters. Transition: each cluster gets one slide, not a lesson list.

Cluster 1 · 5 / 19

Parties and routes

• B2B/B2C/C2C: the buyer and the purpose, not the amount.
• Routes: direct B2C, B2B supply, marketplace, self-operated, offline.
• Mobile is a device; social is a relationship; neither is a party type.
• Three questions: who buys, who sells, where does it complete?

Purpose: separate the party axis from device and relationship. Apply the three questions to a purchase students made this week. Misconception: one label excludes the others. Transition: party tells you who, but not who controls the channel. Ask: which label does the most work in this purchase?

Cluster 2 · 6 / 19

Channels and ownership

• Channel: where discovery and transaction happen.
• Ownership: stock, price, customer relationship and data.
• Marketplace, self-operated, brand and store-building are different roles.
• DTC is a relationship claim, not a website.

Purpose: separate channel from ownership. Use the example of a marketplace seller that owns stock but not the audience. Ask who keeps the customer data in each model. Misconception: a website makes a seller DTC. Transition: ownership explains costs and risk; demand explains why anyone buys.

Cluster 3 · 7 / 19

Demand and conversion

• Five buyer stages: need, search, evaluate, purchase, post-purchase.
• Funnel: awareness, interest, consideration, intent, evaluation, purchase.
• Stage rates locate the leak; buyer stages explain the intention.
• Segment by channel and customer type before concluding.

Purpose: keep the two frameworks related but distinct. Put them side by side and map one onto the other. Ask which framework explains a complaint after delivery. Misconception: six funnel stages equal five decision stages. Transition: demand explains activity; cost and retention decide whether it pays.

Cluster 4 · 8 / 19

Cost and retention

• Seven cost items produce contribution, not profit.
• GMV, revenue and profit are three scopes.
• Pricing models change who pays, when and for what.
• Retention decides whether acquisition cost is recovered.

Purpose: reconnect strategy to the per-order number. Ask which pricing model changes the timing of cash, not just the amount. Misconception: positive contribution equals profit. Transition: with the clusters in place, five pairs can be separated.

Five separations · 9 / 19

Five pairs that must not merge

Purpose: give the five separations in one view. For each row, ask which word carries the difference. Emphasise that a platform can host self-operated stores, so the pair is not a binary of companies. Misconception: DTC means Shopify. Transition: two of these pairs need a closer look: GMV/profit and funnel/stages.

Process versus psychology · 10 / 19

Funnel is not the decision stages

Purpose: prevent the most academic-looking error. Ask which framework would explain a return and a review; the answer is the buyer stages. Misconception: the funnel includes post-purchase. Transition: the learning check tests whether these distinctions can be used.

Learning check · 11 / 19

Four levels, four demands

Purpose: show that the levels are a ladder of use, not a lesson sequence. Ask which level a definition question reaches; only the first. Misconception: remembering a definition is mastery. Transition: the blueprint gives one task per level.

Blueprint · 12 / 19

One sample task per level

Purpose: make the check concrete. Walk through the four tasks and ask which one cannot be answered by memorisation. Emphasise that the analyse task needs evidence, not an opinion. Misconception: harder means longer. Transition: the case gives eight sentences to diagnose at these levels.

Case · Teaching example · 13 / 19

Eight sentences to repair

• B2C means I also do mobile commerce.
• The platform is my seller.
• Self-operated means renting my own warehouse.
• At US$100k GMV I earned US$100k.
• Presale and crowdfunding are the same.

Purpose: apply the clusters and pairs to authentic-sounding errors. Read each sentence and ask which word is wrong before asking for the correction. Remind students the shop is fictional. Misconception: the sentence is wrong because the student is careless; the error is conceptual. Transition: the activity turns this diagnosis into a personal plan.

Claims to retire · 14 / 19

Five claims to retire

• B2C means mobile or social commerce.
• The platform is the seller.
• Self-operated means owning a warehouse.
• GMV is revenue or profit.
• A working livestream means private traffic.

Purpose: consolidate the separations with the claims students are most likely to repeat. For each, give the one-word correction: dimension, role, ownership, scope, channel. Misconception: a strong claim needs a strong counter-claim; it needs a distinction. Transition: the quote states what mastery looks like. Ask which claim they have heard outside class.

Mastery · 15 / 19

Mastery is use, not recall

• Explain without jargon.
• Apply to a case you have not seen.
• State the nearest concept and the difference.

Purpose: define the standard for the final check. Ask students to try one concept aloud with a partner in 30 seconds. Misconception: fluent definitions equal understanding. Transition: the activity makes each student choose where to start.

Personal task · 16 / 19

Write your review ticket

Purpose: convert reflection into an actionable plan. Circulate and reject 'review everything'. Check that each test question has a context different from the lesson. Transition: the quiz is the individual check before the course ends. Ask students to name the lesson behind each confusion. Misconception: 'review everything' is a plan.

Final check · 17 / 19

Five questions across the course

• Q1 dimensions · Q2 contribution
• Q3 presale vs crowdfunding
• Q4 funnel vs stages · Q5 DTC

Purpose: check use rather than abbreviation expansion. Do not reveal answers; ask students to note which cluster each question belongs to. Q5 is the one most often answered by brand intuition. Transition: the summary closes the course. Misconception: the quiz tests abbreviations rather than use.

Summary · 18 / 19

The course in four lines

• Four clusters: parties, ownership, demand, cost.
• Five separations: do not merge dimensions, roles or scopes.
• Funnel shows where; contribution shows whether it pays.
• Use the four-level check; send wrong answers back to the lesson.

Purpose: compress the course into four recall lines. Ask one student to restate the four clusters without notes. Re-state the limits: teaching simulations, no real student data. Transition: sources and continued study. Misconception: finishing the course means the frameworks are fixed.

Sources & next · 19 / 19

Sources and continued study

• Textbook §1.1, §2.1, §3.4 (SRC-001/002/003).
• Laudon & Traver (2022) for framework background (SRC-005).
• JD.com and Shopify pages are examples of ownership and tool roles.

Purpose: make the evidence boundary explicit. Explain that the two company pages illustrate roles, not market share. Remind students that translations other than English and Chinese may be unreviewed. Transition: end the course; invite students to bring one bounded case analysis to the next session. Ask: which source would you reread first? Misconception: a company page is independent evidence.