Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Abstract

As competition intensifies, it is essential that higher education providers endeavour to develop and offer high quality, satisfaction-creating service experiences. This requires a comprehensive understanding of the factors that lead to positive perceptions of the institutions services. Current perspectives suggest that the student should be engaged as an active co-producer of the university experience. Interactive classroom technologies may enhance the student experience by encouraging participation. This study examines whether student perceived value, namely social or functional value, satisfaction, and loyalty differs for students participating in a personal response technology enabled classroom experience, versus a more traditional classroom experience. A partial least squares approach was adopted using a sample of 184 students. The use of personal response technology was not found to be positively related to the student experience. In the current context, it appeared to break classroom social patterns resulting in an individualistic, disengaging educational experience. Interestingly, in the traditional, non-technology condition social interaction was enhanced and social value strongly determined students' perceptions of loyalty. These results suggest that it is the pedagogy, and not the technology that matters in higher education provision. Conclusions, implications and opportunities for future research are presented.

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

“…When considering other context, the ties between co-creation and satisfaction have been confirmed previously by the work of authors such as [65,80,81]; on the other hand, the relationship between co-creation and trust has been already confirmed by the works of [73,74], among others. Taking student voice into account and empowering them to participate in the different decisions and activities carried out at educational institutions, the co-creation approach helps to eliminate existing barriers between staff and student, and thereby to generate a climate of harmony where ESD is much more effective.…”

“…Ref. [81] in their study of HE institutions, also highlight that co-production involvement encourages elements, such as satisfaction, trust, commitment, and loyalty to the university. Furthermore, [82] remarks that student interaction in value creation increases student trust in the learning system.…”

Cocriação de valor: conceitos e implicações vistos sob a ótica da educação a distância no Brasil

“…Demais aspectos metodológicos, como amostragem, tipologia da pesquisa aplicada e softwares utilizados estão presentes no próximo capítulo. Sucesso profissional (Bowden & D'Alessandro, 2011;Brambilla, 2010;Ledden & Anderson, 2015) Sucesso acadêmico (Bowden & D'Alessandro, 2011;Brambilla, 2010;Ledden & Anderson, 2015) Crescimento pessoal (Bowden & D'Alessandro, 2011;Brambilla, 2010;Ledden & Anderson, 2015) Tempo gasto com o curso (Ledden & Anderson, 2015) Opinião da família (Ledden & Anderson, 2015) Opinião dos amigos (Ledden & Anderson, 2015) Divulgação na mídia (Brambilla, 2010) Desempenho do curso em avaliações do governo (CAPES) (Brambilla, 2010) Qualificação dos tutores (Ledden & Anderson, 2015) Ambiente de ensino (Ledden & Anderson, 2015) Atividades acadêmicas extraclasses (trabalhos em grupo, participações em fóruns ou grupos de discussão) (Bowden & D'Alessandro, 2011;Brambilla, 2010) Realização de tarefas (Bowden & D'Alessandro, 2011;Brambilla, 2010) …”

“…Estudo individual extraclasse (Bowden & D'Alessandro, 2011;Brambilla, 2010) Reprovação ou aprovação do aluno de acordo com a adimplência da mensalidade (Brambilla, 2010) Nível de exigência dos professores (Brambilla, 2010) Grau de envolvimento dos alunos pelo professor (Brambilla, 2010) Preço pago pela mensalidade (Bowden & D'Alessandro, 2011;Brambilla, 2010 Uma vez delimitado o modelo e indicada a operacionalização de todas as dimensões, o próximo capítulo apresenta os aspectos metodológicos para que seja possível mensurar todas as relações no âmbito da educação a distância, detalhando tipos de pesquisa utilizados, amostragem e instrumentos de coleta dos dados.…”

Co-creation innovation for business programs for educational institutions

“…In the education market, several studies stress the positive relationship between satisfaction and the loyalty of the student (Bowden & D'Alessandro, 2011;Helgesen, 2007;Hennig-Thurau et al, 2011;March-Navarro, Pedraja, & Rivera, 2005;Mavondo et al, 2004). Furthermore, Moore and Bowden-Everson (2012) find a positive relationship between satisfaction and loyalty using a quantitative SEM approach at an educational institution.…”