Delivery options and discounts play a large part in consumers’ online shopping & return decisions. Two thirds of shoppers this holiday season have already returned or are planning to return at least one of their purchases.
Returns this year are especially high since the 2020 holiday shopping season was the most digital shopping season on record. Did you know a 5% discount is enough to entice 39 percent of holiday shoppers to keep their purchases?
1.1 What details do you remember most about the video & article?
1.2 Describe your favourite online store.
1.3 List your top 5 online stores.
1.4 How did you buy things during this pandemic lockdown?
1.5 Which purchases did you return?
1.6 What influences customers to keep their purchases?
1.7 How do the retailers in the article reduce returns?
1.8 Why do stores throw away returns?
2.1 How could you justify throwing away returns?
2.2 What would you do with returns?
2.3 How is your buying behaviour affected when returning purchases is easy and free?
2.4 What are other ways of reducing online returns?
2.5 Does online shopping make people buy more?
3.1 What would happen if all online shopping & shipping was free all of the time?
3.2 Generate a plan to sell more and take less back as an online retailer.
3.3 How could you change/improve the online shopping/return process to increase business?
3.4 How could make the online shopping process more environmentally friendly?
3.5 Devise a way to turn costly returns into a benefit.
Core assignments for students
Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.
Recommended by teachers
Brainstorming | Group activity
A clear problem definition marks the starting point.
In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.
Case method | Cooperative learning
Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.