Hospitality Students’ Acquisition of Knowledge and Skills through a Virtual Field Trip Experience

Patiar, Anoop; Kensbock, Sandie Leonie; Benckendorff, Pierre; Robinson, Robinson; Richardson, Scott; Ying, Wang; Lee, A.

doi:10.1080/10963758.2020.1726768

Cited by 38 publications

(19 citation statements)

References 58 publications

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“…Similarly, studies among agricultural students' preference and perception of online classes show a high preference for online learning as a means of coping with COVID-19 lock-down. While these studies tangentially address students’ satisfaction, they do not explain what attributes matter to hospitality and tourism education students whose needs and experiences differ from those of general college students ( Patiar et al, 2021 ; Hussien & La Lopa, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Determining the attributes that influence students’ online learning satisfaction during COVID-19 pandemic

Agyeiwaah

Badu‐Baiden

Gamor

et al. 2022

Journal of Hospitality, Leisure, Sport & Tourism Education

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Section: Introductionmentioning

confidence: 99%

Determining the attributes that influence students’ online learning satisfaction during COVID-19 pandemic

Agyeiwaah

Badu‐Baiden

Gamor

et al. 2022

Journal of Hospitality, Leisure, Sport & Tourism Education

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“…The technology integration in learning activities at various educational levels by presenting online learning activities has been conducted in many countries (Rizal et al, 2019) and has become increasingly popular in learning and teaching activities to replace traditional classes (Lin & Chen, 2017). Online learning with various tools has influenced learners well in de-veloping their knowledge and skills (Jung & Lee, 2020;Patiar et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Studentsâ€™ Perception of Learning Management System Supported Smartphone: Satisfaction Analysis in Online Physics Learning

Rizal

Rusdiana

Setiawan

et al. 2020

JPII

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Learning Management System Supported Smartphone (LMS3) is a new and innovative application in online physics learning synchronously. The research aims to investigate the level of studentsâ€™ satisfaction in using LMS3 and determine predictor variables that affect the level of studentsâ€™ satisfaction. A descriptive study with survey method was implemented to 71 physics education students who attended online physics learning. The instrument in this research was a Studentsâ€™ Satisfaction of LMS3 Questionnaire (S2LMS3Q). The average percentage determined the level of studentâ€™s satisfaction, and multiple correlations and multiple regressions determined the predictor variables. The level of satisfaction in using LMS3 reached a high level with an average of 76.03%. At the 0.01 significance level, the adjusted R2 value of four predictor variables was 0.393. The multiple correlation analysis showed Î² for each predictor variable were 0.34 for gender, 0.07 for age, 0.43 for experience in using LMS, and 0.13 for internet connection. In conclusion, the level of studentsâ€™ satisfaction was high, and the most influential predictor variables were the experience in using LMS and age. This study suggests an in-depth evaluation of online learning through studentsâ€™ perceptions in order to improve the quality of further learning.

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“…If students perceive themselves as having the right skills for a given learning task and have the agency to control their actions in social situations, such as peer learning, they are likely to exert more self-determination and achieve better outcomes through their enhanced psychological well-being. Collaborative learning tasks and approaches have proved effective in supporting students' cognitive understanding and ability by applying learned concepts to practical situations (Huang, 2020;Patiar et al, 2020). Specifically, in the online learning process, the students' ability to use online learning tools to engage in social interactions contributes to an interconnected sense of being and greater knowledge acquisition through the co-construction of knowledge (Eryilmaz et al, 2013).…”

Section: Peer Collaborationmentioning

confidence: 99%

The role of psychological safety in online tourism and hospitality learning

2022

JALT

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This study proposes and tests a conceptual framework to examine how tourism and hospitality students' psychological safety and personal resourcefulness in online learning reach their tourism and hospitality threshold learning outcomes. This research develops a conceptual framework integrating the conservation of resources and social information processing theories and the findings of a qualitative study through a sequential mixed-methods approach. Subsequently, the model is tested with online survey data using a structural equation modelling technique. The results suggest that, for psychological safety, students' computer self-efficacy and peer collaboration significantly affect overall students' perceived graduate outcomes, whereas lecturer support has no significant impact. Further analysis of the results, along with theoretical and practical implications, are likewise discussed.

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Hospitality Students’ Acquisition of Knowledge and Skills through a Virtual Field Trip Experience

Cited by 38 publications

References 58 publications

Determining the attributes that influence students’ online learning satisfaction during COVID-19 pandemic

Determining the attributes that influence students’ online learning satisfaction during COVID-19 pandemic

Studentsâ€™ Perception of Learning Management System Supported Smartphone: Satisfaction Analysis in Online Physics Learning

The role of psychological safety in online tourism and hospitality learning

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