An Empirical Study on Service Recovery Satisfaction in an Open and Distance Learning Higher Education Institution in Malaysia

Amin, Mohd Rushidi bin Mohd; Piaralal, Shishi Kumar; Daud, Yon Rosli; Mohamed, Baderisang

doi:10.19173/irrodl.v21i2.4578

Cited by 6 publications

(4 citation statements)

References 58 publications

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“…Online learning has been established as an effective and influential learning medium in many educational organizations and institutions (Ahmed Abdullah & Sultana Mirza, 2020;bin Mohd Amin, Kumar Piaralal, Rosli bin Daud, & bin Mohamed, 2020;Lee, Chang, & Bryan, 2020;Westine et al, 2019). Online courses provide a convenient and flexible approach to learning, and students have the option of studying even when they are working (Kim, Liu, & Bonk, 2005).…”

Section: Introductionmentioning

confidence: 99%

Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction

Dashtestani

2020

IRRODL

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This study focused on the acceptance level of higher education stakeholders of teaching English as a foreign language (TEFL) of online courses in Iran and pre-service teachers’ learning achievement in online courses. Three cohorts of participants who were teaching or learning in online courses included pre-service teachers of TEFL (n=104), TEFL university instructors (n=23), and heads of TEFL departments (n=10). A questionnaire was designed. The Kruskal Wallis test was used to detect differences among the perspectives of the participants. Semi-structured interviews were also utilized. Results indicated that there were significant differences among the perspectives of the three groups of participants about online courses. The pre-service teachers appeared to be relatively positive about online learning, while the university instructors and heads of departments showed a lower level of satisfaction. The participants pointed out several challenges, including the lack of rigor of online courses, the incredibility of the certificates, the lack of technological infrastructures, technical problems, the impractical content of the lessons, the lack of human interaction, the low competence levels of online learning students, and employers’ lack of interest in employing graduates of online courses. The participants also mentioned that pedagogical and technological training was required for both university instructors and pre-service teachers of TEFL. The comparison of pre-service teachers’ mid-term and final scores in the online courses showed a significant difference and improvement of students’ learning achievement in online courses with medium to large effect sizes. In the interviews, the participants also confirmed that online courses could improve student learning.

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Section: Introductionmentioning

confidence: 99%

Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction

Dashtestani

2020

IRRODL

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“…When there is mutual trust among members of a knowledge-sharing group, each member will assume that the shared knowledge is being used appropriately and will not be used to counteract or undermine their individual capabilities (Staples and Webster, 2008). Furthermore, in an online learning environment, where interactions are limited to on-screen written and oral telecommunications, a feeling of trust will reduce anxiety about the risks associated with the information being disclosed (bin Mohd Amin et al, 2020). McEvily et al (2003) demonstrated that with trust, the recipient does not need to spend time and effort to verify the accuracy of the acquired knowledge but can use it immediately.…”

Section: The Moderating Role Of Trust Between Knowledge Sharing and S...mentioning

confidence: 99%

“…Specifically, the transition from traditional learning to distance learning, one of the urgent measures adopted to minimize the spread of COVID-19, posed numerous challenges for universities and students (Eli-Chukwu et al ., 2023; Adedoyin and Soykan, 2020). Although online learning had been an effective means of knowledge acquisition in many institutions prior to the pandemic (Neneh, 2020; bin Mohd Amin et al ., 2020), it appeared that the speed in which this transition occurred during the pandemic was both unprecedented and overwhelming (Rana, 2022), in addition to adversely affecting students' activities and academic performance (Adedoyin and Soykan, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Even in a face-to-face environment, Riege (2005) showed that individuals felt anxious about the improper use of their knowledge by others, in addition to expressing doubts about the accuracy and reliability of the knowledge they received. Thus, when individuals cannot fully observe the facial expressions and gestures of others, and all interactions are online, KS will be potentially more sensitive (bin Mohd Amin et al ., 2020; Rosen et al ., 2007).…”

Section: Introductionmentioning

confidence: 99%

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Self-perceived employability of undergraduate students during the COVID-19 pandemic: the role of traits, knowledge sharing and trust

Nguyen,

Luu

et al. 2023

JARHE

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PurposeThis study aims to explore the impact of personality traits on self-perceived employability (SPE) and test if the associations are mediated by knowledge sharing (KS) through online learning during the COVID-19 pandemic. In addition, the moderation effect of trust in the relationship between KS and SPE was examined.Design/methodology/approachBased on Big Five Personality Trait Model and KS model, the authors proposed and tested the research framework with 341 samples collected from university students who experienced online learning during the social distancing caused by the COVID-19 pandemic. The measurement model was assessed to confirm the validity and reliability of the structure, then hypothesis testing was performed with the partial least square-structural equational model (PLS-SEM).FindingsThe results showed that extraversion and agreeableness positively affected SPE through KS. Moreover, trust played a moderating role on the effect of KS on SPE.Practical implicationsBased on the research findings, the authors suggest that academic institutions, especially universities, should provide opportunities for students to explore their personality traits. Second, the university should organize specific activities that promote knowledge sharing among students. Third, the university should encourage the creation of platforms aimed at sharing knowledge in a reliable way that increases trust in responsiveness.Originality/valueThe present study contributes to the literature on SPE by presenting immediate empirical evidence on the relationship between personality traits and SPE, along with mediating and moderating effects. These findings provide meaningful implications for higher education institutions that implement online learning during challenging circumstances.

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Logistics service failures and recovery strategies: is the response time or the discount amount more important?

Gurler,

Erturgut

2024

MIP

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PurposeAlthough trade volumes in e-retailing have increased significantly in recent years, logistics service failures are inevitable, especially at the delivery stage. Therefore, it is essential to provide customers with effective recovery strategies to increase their satisfaction and repurchase intentions. There is a lack of empirical evidence on whether the response time or the discount offered in compensation is more crucial for customers. Therefore, this study aims to determine whether the response time or the discount offered for high and low criticality failures has a greater impact on customer satisfaction levels and repurchase intentions for female and male customers.Design/methodology/approachA scenario-based experimental design method has been adopted to collect data, and 697 participants aged 18 and 58 years have been reached. The research utilized a between-subjects design, incorporating three factors: gender (female vs male), criticality (high vs low) and compensation (7 days: 10% discount, 10 days: 20% discount and 14 days: 30% discount). Six scenarios depicting the failure of an online retailer were created, and factorial univariate ANOVA was conducted to test the hypotheses.FindingsThe study's results show that in terms of customer satisfaction, female customers attach more importance to the response time in the case of high criticality and the amount of discount offered in the case of low criticality. On the other hand, male customers give more importance to the response time in terms of customer satisfaction when they experience a high or low criticality failure. In the case of low criticality, response time is more important for male customers to increase their repurchase intentions, while the amount of the discount is more important for female customers.Originality/valueThe study demonstrates the relative importance of the response time and discount amount according to the criticality level of failures and to guide business managers in terms of the recovery strategies they will implement. It focuses on gender differences and determine whether the response time or discount amount is more important for male and female customers in high or low-criticality situations.

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An Empirical Study on Service Recovery Satisfaction in an Open and Distance Learning Higher Education Institution in Malaysia

Cited by 6 publications

References 58 publications

Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction

Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction

Self-perceived employability of undergraduate students during the COVID-19 pandemic: the role of traits, knowledge sharing and trust

Logistics service failures and recovery strategies: is the response time or the discount amount more important?

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