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The value co-creation behavior in learning communities: Comparing conventional learning and e-learning.

Huan-Ming Chuang¹, Shahab S Band², Mehdi Sookhak³

¹Department of Information Management, National Yunlin University of Science and Technology, 123 University Road, Yunlin 64002, Taiwan.

Mathematical Biosciences and Engineering : MBE

|November 24, 2021

Summary

This summary is machine-generated.

This study examines how self-directed learning and perceived benefits influence value co-creation behavior in educational settings. It utilizes advanced decision-making techniques to analyze these relationships for improved learning performance.

Keywords:

S-O-R framework U & G theory VIKOR self-directed learning value co-creation

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Published on: November 22, 2019

Area of Science:

Education Technology
Learning Sciences
Information and Communication Technology (ICT)

Background:

The rapid evolution of Information and Communication Technology (ICT) is transforming the educational landscape.
E-learning and ICT integration offer potential for enhancing teaching and learning experiences.
Conventional and e-learning environments present unique opportunities and challenges for value co-creation behavior in learning communities.

Purpose of the Study:

To investigate the factors influencing value co-creation behavior in educational contexts.
To analyze the relationships between self-directed learning, perceived benefits, and value co-creation behavior using the Stimulus-Organism-Response (S-O-R) framework.
To provide insights for improving learning performance in diverse educational settings.

Main Methods:

Application of the Stimulus-Organism-Response (S-O-R) framework.
Utilizing multi-criteria decision-making (MCDM) techniques: Decision Making Trial and Evaluation Laboratory (DEMATEL), Analytic Network Process (ANP), and Vital Few, Linear Combination, Optimal (VIKOR).
Exploration of causal effects, influential weights, and performance rankings of key constructs.

Main Results:

Identification of self-directed learning as a key stimulus and perceived benefits as the mediating organismic factor.
Quantification of the causal relationships and importance weights among the constructs.
Ranking of different approaches or factors based on their impact on value co-creation behavior.

Conclusions:

Self-directed learning and perceived benefits significantly impact value co-creation behavior in educational settings.
The study provides a robust framework and methodology for analyzing complex educational interactions.
Findings offer practical implications for educators and institutions aiming to enhance learning outcomes and foster collaborative learning environments.