Abstract

The purpose of this study is to examine how customers' active behavior in online services affects their perceived service quality. To this end, we focus on online learning, which has been popularized by COVID-19, to examine the effects of customers' active learning behavior. In this study, we use self-regulated learning theory as the theoretical basis for customers' active behavior in learning contexts and conduct two studies. Study1, we conduct an online experiment of a short one-on-one online lesson between the instructor as a service provider and the student as a customer. Study2, we conduct a survey of collaborative learning in groups over several days. The results show that customers' active learning behavior improves their perceived service quality and that customers' efficacy beliefs are related to the effects. In other words, the results show that customers' active learning behavior improves their service evaluations in online services with unstructured service processes that are difficult to organizational socialization. Finally, we discuss the contributions and limitations of this study.