The lack of evaluation instruments for service quality in the distance education market hinders the Chinese government from monitoring the reliability of Chinese distance education service institutions and their capability to provide distance education services. This study starts from theoretical foundations, proposes an “Input-Output” service quality model (IO-SQM) by combining the logic of Input-Output Analysis (IOA), and conducts an empirical study in the background of the Chinese customer-oriented distance education market. Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM) tests and validates the model structure based on the survey data collected from 525 respondents who have distance education experiences. Descriptive and differential analysis investigate the customers’ perceptions of distance education service qualities in the current Chinese market. The results prove an ‘input-output’ relationship among service quality influential factors. The input factor is identified as Service Provision, consisting of reliability of service resources, reliability of service management, and service promotion. The output factor is identified as Service Performance, consisting of perception of service experience, perception of service culture, and perception of market feedback. The descriptive analysis shows that customers’ perceptions of distance education service provision and service performance in the current Chinese market are below the satisfaction level. This research proposes an alternative service quality model that can be a reference for the digital service quality assessment and provides a feasible instrument for monitoring service quality in the Chinese distance education market.
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