TY - JOUR
T1 - Co-creating value in higher education
T2 - The role of interactive classroom response technologies
AU - Bowden, Jana Lay Hwa
AU - D'Alessandro, Steven
N1 - Copyright the Author(s). Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the author/s.
PY - 2011
Y1 - 2011
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84858323666&partnerID=8YFLogxK
U2 - 10.5539/ass.v7n11p35
DO - 10.5539/ass.v7n11p35
M3 - Article
AN - SCOPUS:84858323666
SN - 1911-2017
VL - 7
SP - 35
EP - 47
JO - Asian Social Science
JF - Asian Social Science
IS - 11
ER -