The Influence of Engagement in Value Co-Creation on E-Learning Experience and Student Satisfaction: An Empirical Study

Variable	Categories	N	%
Gender	Female	358	67.3
Gender	Male	174	32.4
Education level	Undergraduate	185	34.7
Education level	Graduate	347	65.3
Age (years)	18–23	369	69.4
	24–29	132	24.8
	30 and more	31	5.8

1 Source: own elaboration.

Table 2.

Item weights for 1st-order constructs

2nd-order construct	1st-order construct	Weights	t-value	p
Value co-creation	Dialogue	0.399	26.356	0.0001
	Information	0.344	24.956	0.0001
	Involvement	0.155	8.781	0.0001
	Intellect	0.321	27.015	0.0001
	Relations	0.147	5.787	0.0001
e-Learning experience	Good teaching	0.407	32.010	0.0001
	Clear goals and standards	0.306	27.401	0.0001
	Appropriate workload	0.171	13.792	0.0001
	Generic skills	0.373	27.989	0.0001

1 Source: own elaboration.

Table 3.

Convergent validity and reliability of the measurement model

2nd-order constructs	lst-order constructs and items	Factor loadings	α	CR	AVE
Value co-creation	Dialogue
	I think my university understands my needs	0.879	0.835	0.901	0.752
	In my opinion, my university treats me seriously	0.853
	I think my university actively attempts to satisfy my needs	0.869
	Information
	I feel well-informed	0.864	0.795	0.880	0.709
	I can easily access information that is important to me	0.826
	My university uses the right channels of communication	0.836
	Intellectual stimulation
	Studying broadens my horizons	0.883	0.790	0.878	0.706
	Studying helps me develop myself	0.869
	Studying forces me to think Involvement	0.763
	I am involved in my studies	0.612	0.725	0.819	0.609
	I spend more time studying than most people	0.764
	I put minimum effort into my studies*	0.932
	Relations
	I like spending free time with my friends from the university	0.887	0.793	0.877	0.706
	The most important aspect of studying are people whom I meet	0.735
	In the future, I intend to keep in touch with people I got to know while studying	0.889
e-Learning experience	Good teaching
	The teaching staff of these online courses motivate students to do their best work	0.656	0.820	0.870	0.529
	Staff put a lot of time into commenting on students’ work during online courses	0.670
	The staff make a real effort to understand difficulties students may be having with online courses	0.735
	Teaching staff normally give helpful feedback on how you are going with your online courses	0.768
	Our lecturers are extremely good at explaining things to us during online courses	0.772
	Teaching staff work hard to make subjects interesting during online courses	0.752
	Appropriate workload
	The workload during online courses is too heavy*	0.799	0.762	0.862	0.675
	We are generally given enough time t o understand the things we have to learn during online courses	0.838
	The sheer volume of work to be got through in online courses means you can’t comprehend it all thoroughly*	0.827
	Clear goals and standards
	It’s always easy to know the standard of work expected during online courses	0.796	0.794	0.866	0.618
	You usually have a clear idea of where you’re going and what’s expected of you	0.811
	It’s often hard to discover what’s expected of you in online courses*	0.784
	The staff make it clear right from the start what they expect from students in online courses	0.753
	General skills
	Online courses have helped me to develop my problem-solving skills	0.770	0.831	0.877	0.545
	Online courses have sharpened my analytic skills	0.784
	Online courses have helped develop my ability to work as a team member	0.657
	As a result of doing online courses, I feel more confident about tackling unfamiliar problems	0.832
	Online courses have improved my written communication skills	0.697
	Online courses have helped me develop the ability to plan my own work	0.673
	Unable to control the important things in your life	0.786
	Nervous and stressed	0.809
	Could not cope with all the things that you had to do	0.806
	Angered because of things that were outside your control	0.665
	Difficulties were piling up so high that you could not overcome	0.740
Satisfaction	I will gladly participate in other on line courses	0.927	0.924	0.952	0.867
	I will recommend taking online courses to other people	0.950
	I am satisfied with online courses I took	0.917

1 Source: own elaboration.

1* items with reversed coding AVE, average variance extracted; CR, composite reliability.

Table 4.

Path coefficients

	Original sample (O)	Sample mean (M)	STDEV	t statistics (\|O/STDEV\|)	p values	95% CI (bias corrected)		Hypothesis	Support
	Original sample (O)	Sample mean (M)	STDEV	t statistics (\|O/STDEV\|)	p values	Lower	Upper	Hypothesis	Support
Value co-creation? e-learning experience	0.551	0.551	0.032	17.054	0.0001	0.496	0.604	H1	Yes
e-Learning experience ? satisfaction	0.676	0.675	0.024	28.729	0.0001	0.635	0.712	H2	Yes

1 Source: own elaboration.

1 STDEV, standard deviation.

References

Authors

Metrics

Articles in this issue

DOI: https://doi.org/10.2478/minib-2023-0010 | Journal eISSN: 2353-8414 | Journal ISSN: 2353-8503

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Language: English, Polish

Page range: 61 - 80

Submitted on: Mar 22, 2023

Accepted on: May 18, 2023

Published on: Jun 30, 2023

Published by: ŁUKASIEWICZ RESEARCH NETWORK – INSTITUTE OF AVIATION

In partnership with: Paradigm Publishing Services

Keywords:

JEL:

I23,

M31

Related subjects:

Business and economics,

Business management,

Marketing, sales, customer relations,

Management, organization, corporate governance,

Business development, change management, cooperation,

Key competences in scholarly research

© 2023 Katarzyna Dziewanowska, Agnieszka Kacprzak, published by ŁUKASIEWICZ RESEARCH NETWORK – INSTITUTE OF AVIATION
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Volume 48 (2023): Issue 2 (June 2023)

The Influence of Engagement in Value Co-Creation on E-Learning Experience and Student Satisfaction: An Empirical Study

Figures & Tables

Figure 1.

Table 1.

Table 2.

Table 3.

Table 4.

Paradigm

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