دورية أكاديمية
Technology External Cause or Individual Internal Cause? Multiple Ways to Improve the Online Learning Effectiveness of Tourism and Hospitality Management Students
| العنوان: | Technology External Cause or Individual Internal Cause? Multiple Ways to Improve the Online Learning Effectiveness of Tourism and Hospitality Management Students |
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| اللغة: | English |
| المؤلفون: | Shu-Ning Zhang (ORCID |
| المصدر: | SAGE Open. 2023 13(3). |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Electronic Learning, Tourism, Hospitality Occupations, Instructional Effectiveness, Foreign Countries, College Students, Higher Education, Instructional Improvement, Institutional Characteristics |
| مصطلحات جغرافية: | China |
| DOI: | 10.1177/21582440231193473 |
| تدمد: | 2158-2440 |
| مستخلص: | Online learning platforms have become important learning tools, and online learning replaced face-to-face teaching as the primary learning method of students during COVID-19. However, there have been few systematic studies on learning effectiveness and its influential factors. This study was based on fuzzy-set qualitative comparative analysis (fsQCA) to explore the joint effects of multiple factors on online learning effectiveness for tourism and hospitality students from the dual perspective of the platform and individual. The results revealed five antecedent combinations that led to high-quality online learning, which were categorized into "platform-individual" internal and external promotion paths and "function-interaction" platform environment promotion paths. Moreover, there were substitution effects in the paths to high-quality online learning; specifically, perceived usefulness (PU) and perceived ease of use (PEU) were substitutable, and perceived playfulness (PP), learning attitude (LA), and self-efficacy (SE) could replace each other. Finally, self-efficacy was not a necessary condition for efficient online learning. Our findings highlight substitution relationships among the influencing factors of online learning effectiveness from a configuration perspective and further reveal the internal micromechanisms of achieving high-quality online learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1412626 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 2158-2440 |
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| DOI: | 10.1177/21582440231193473 |