Key Drivers of Perceived Value and Student Recommendation of Collaborative Learning. The Role of Social Factors and Student Beliefs
Carla Ruiz-Mafe, University of Valencia (Spain)
Enrique Bigne, University of Valencia (Spain)
Rafael Curras-Perez, University of Valencia (Spain)
The combined use of collaborative learning and multimedia technologies offer new methodological and didactic opportunities for universities to provide value to students. Use of interactive methodologies, such as Ted Lessons, can supplement college course content to create a sense of classroom community and to enrich the learning environment for university students. From a managerial perspective, the perceived value of collaborative learning methodologies is a key indicator of quality of education. Previous studies have focused on individual beliefs, neglecting the role of social drivers of perceived value of collaborative learning. This research aims to fill this research gap by analysing: (i) how utilitarian, hedonic and social factors interact when students work in teams using Ted Lessons video-based applications; (ii) the impact of perceived value on the student's recommendation of collaborative learning methodologies. A sample of 203 students from undergraduate Programmes in Marketing and the Master in Marketing and Marketing Research participated in this study during the academic years 2015-16 and 2016-17. Materials from each course were complemented with a Ted Lesson including YouTube videos. After the students completed the Ted Lesson, all participants filled out a questionnaire. A model estimation was run in order to assess the impact of utilitarian (perceived usefulness, perceived ease of use and perceived performance), hedonic (flow) and social drivers (copresence and social identity) of students perceived value of collaborative learning, which, in turn influences students’ recommendation intentions (WOM) with the use of Ted Lessons. We estimated the proposed theoretical model using Partial Least Squares (PLS) algorithm via SmartPLS 3.0. Results show that perceived ease of use of Ted Lessons positively influences student perceived usefulness and perceived performance of this collaborative learning tool. Both utilitarian (usefulness and perceived performance) and hedonic (flow) influence significantly on perceived value of Ted Lessons. Contrary to our expectations, social identity does not significantly influence perceived value. In addition, copresence is a significant predictor of perceived flow of the student when using Ted Lessons and positive social identity with other members of the learning group. Finally, perceived value affects positively on students’ WOM. Academic and managerial implications are provided.
Perceived value, WOM, flow, Ted Lessons, Collaborative learning
Acknowledgements: Authors acknowledge support by research project UV-SFPIE_GER16CONF-421961.