STUDENT EXPERIENCE, VALUE CO-CREATION AND PERFORMANCE IN ONLINE HIGHER EDUCATION

STUDENT EXPERIENCE, VALUE CO-CREATION AND PERFORMANCE IN ONLINE HIGHER EDUCATION
Abstract
The focus and worth of online degrees have increased dramatically in recent years after the COVID-19 pandemic. However, the existing literature lacks the gap in how students and higher education institutions can create value in higher education services. In this regard, the present study, using an online survey sample of 204 students and S-D logic, examines the influence of students' perceived cognition and equitableness through online teaching-learning on their experience, which drives value co-creation in higher education institutions and leads to the business performance of higher education institutions. The result supports the hypothesis that students' cognition and perceived equitableness influence student experience during online education, and student experience influences their intention to value co-creation, leading to the business performance of higher educational institutions. In managerial application, it brings evidence that educational managers and service providers for online courses should care about student cognition and perception of fair treatment or equitableness.
Keywords
Cognition, Equitableness, Experience, Value co-creation, Performance, Online Education