Reflections on student‐university interactions for next generation learning

Abstract

Purpose-This paper draws attention to the implications of an e-learning strategya strategy that is increasingly employed with greater intensity by many higher education institutions, by reexamining the value creation process from a service-dominant logic perspective. Design/methodology/approach-A model of student-faculty and student-student interactions using interactive Web 2.0 technologies in e-learning is offered and explained using literature from service-dominant logic research. Findings-This perspective fundamentally alters the mindset of higher education institutions that have traditionally devised strategies to deliver value through its products and services. The new focus provided by service-dominant logic is for higher education institutions to acknowledge that they can only facilitate the value creation process by fostering interactions, constructing learning activities that enable enriching learning experiences and creating structures to support these experiences. Practical implications-Key challenges for higher education institutions are discussed that include implications for exclusion marketing, perceived value for money, and policy issues. Originality/value-This paper provides a fresh perspective, and a new line of thinking with regard to how value is co-created by both faculty and students through a set of experiences within student-faculty and student-student interactions. It therefore potentially directs a new path of research in the area.

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.…”

“…In this way, [73] (p. 334) analyses trust as "the extent to which students are confident about the efficacy of learning resources and are able to rely on both faculty and in particular fellow student generated content for their learning. "…”

Customer participation to co-create value in human transformative services: a study of higher education and health care services

“…As mentioned before, these two transformative knowledge-based services essentially act on human body, which require high interactions between service employees and customers (Wong 2012;Gill et al 2011). The ultimate outcomes of these two services are the improvement of customers' knowledge, skills, and health situation, i.e., customer operant capital (Arnould et al 2006).…”

Data Driven Information Flow in E-Universities: A Process Modeling Analysis

“…Another element discussed in success of e-university is the appropriate use of In the literature, university and educational forms have been categorized as online learning including distance (online) learning/education, virtual universities, virtual learning environments, e-learning, mobile learning, social networking and Web 2.0 based education. Some other definitions of virtual teaching and learning found as Learning 2.0; university 2.0; pedagogy 2.0; and library 2.0 [8]- [10]. From this point, we prefer to use virtual university as an educational institution to be considered an e-university it needs to delivery every aspect of university online including teaching, processes, structures, working place, staffing, administration, support, aid, assessments, evaluations, and services [11].…”

“…From this point, we prefer to use virtual university as an educational institution to be considered an e-university it needs to delivery every aspect of university online including teaching, processes, structures, working place, staffing, administration, support, aid, assessments, evaluations, and services [11]. These requirements include technology and changing expectations, content creation and distribution, accessibility, face-to-face on campuses, open access sources, ethics, legal and social issues, privacy, learning skills, motivation, curriculum-administrative needs, system management, and communication with peers [10], [12]- [14].…”