Seo Young-Jin, Um Ki-Hyun
General Education, Osan University, 45, Cheonghak-ro, Osan-si, Gyeonggi-do 18119 Republic of Korea.
College of Business Administration, Pukyong National University, 45, Yongso-ro, Nam-gu, Busan, 48513 Republic of Korea.
J Comput High Educ. 2022 Aug 23:1-29. doi: 10.1007/s12528-022-09336-z.
The present study aims to conceptualize service quality and perceived value in the context of blended learning by redefining and modifying the existing SERVQUAL model, reviewing prior marketing literature on perceived value, and examining the relationships between service quality, perceived value, and student satisfaction. The sample was restricted to colleges in South Korea, where blended learning programs have started to receive much attention. We examined our hypotheses by using regression analysis via the statistical programs Amos 22.0 and SPSS 23.0. The following results are produced. First, the conceptualization of service quality and perceived value was confirmed. Second, the different effects of online and offline service quality on each perceived value are confirmed. Offline service quality is more effective in generating perceived epistemic value, perceived social value, and perceived emotional value than online service quality, whereas online service quality is more effective in triggering perceived conditional value than offline service quality. Finally, perceived emotional value and perceived conditional value are the important determinants of student satisfaction. We address the theoretical implications that (1) service quality and perceived value are conceptualized through modification, refinement, and empirical testing and develop a multidimensional scale for service quality and perceived value, and (2) the sequential and causal relationships among service quality, perceived value, and student satisfaction are confirmed. Practically, we expect that our measurement scales for service quality and perceived value, which have high validity and reliability, can serve as diagnostic tools for blended learning program evaluation from students' perspective.
本研究旨在通过重新定义和修改现有的SERVQUAL模型、回顾先前关于感知价值的营销文献以及检验服务质量、感知价值和学生满意度之间的关系，来对混合学习背景下的服务质量和感知价值进行概念化。样本仅限于韩国的高校，在那里混合学习项目已开始受到广泛关注。我们通过统计软件Amos 22.0和SPSS 23.0使用回归分析来检验我们的假设。得出了以下结果。首先，服务质量和感知价值的概念化得到了证实。其次，在线和离线服务质量对各感知价值的不同影响得到了证实。离线服务质量在产生感知认知价值、感知社会价值和感知情感价值方面比在线服务质量更有效，而在线服务质量在触发感知条件价值方面比离线服务质量更有效。最后，感知情感价值和感知条件价值是学生满意度的重要决定因素。我们阐述了理论意义，即（1）通过修改、完善和实证检验对服务质量和感知价值进行概念化，并开发了服务质量和感知价值的多维量表，以及（2）证实了服务质量、感知价值和学生满意度之间的顺序和因果关系。实际上，我们期望我们具有高有效性和可靠性的服务质量和感知价值测量量表能够作为从学生角度评估混合学习项目的诊断工具。
