The purpose of this study is to investigate the effects of perceived quality and perceived value on learner motivation and engagement in executive education e-learning programs.
The structural model comprising four constructs – perceived quality (PQ), perceived value (PV), self-regulated learning (SRL) and intrinsic motivation (IM) – was empirically validated through path analysis. Mediation analysis and importance-performance map analysis (IPMA) was also conducted.
This study shows that PQ has a positive effect on PV; PV has a positive effect on SRL and on IM; and SRL has a positive effect on IM. Further, variance accounted for (VAF)-based mediation analysis established the partial mediating effect of SRL between PV and IM.
One, perceived quality and perceived value play a pivotal role in driving learner engagement and motivation in e-learning-based executive education programs. Two, the “pathway” effect of self-regulated learning between perceived value and intrinsic motivation has a crucial bearing on the design-execution-outcome lifecycle of such programs. Three, low-moderate performance scores of PQ, PV, and SRL in IPMA analysis implies these inputs are inadequate, adversely impacting learner motivation and engagement.
Recommendations from this pioneering study can be adopted by higher education (HE) ecosystem stakeholders to enhance perceived quality and value, learner motivation, engagement and learning outcomes in e-learning programs for executive education.
