E-learning programs in executive education: effects of perceived quality and perceived value on self-regulation and motivation

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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.

Originality/value

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.

Citation

Kumar, R. (2022), "E-learning programs in executive education: effects of perceived quality and perceived value on self-regulation and motivation", Higher Education, Skills and Work-Based Learning, Vol. 12 No. 6, pp. 1025-1039. https://doi.org/10.1108/HESWBL-07-2022-0149