Exploring Student Interest in Hospitality Distance Education

Abstract

The current study examined differences in hospitality students' interest in pursuing distance education with regard to their demographic factors, external constraints, GPA, achievement motivation, and perceived quality of four delivery modes of distance education. It was found that students were most interested in pursuing computer-mediated instruction, followed by satellite courses and telecourse study. They were least likely to pursue correspondence study. Students most likely to pursue distance education were those with the highest GPA (F = 3.44, p = .04), the highest degree of external constraint (F = 7.27, p = .002), and full-time employment (F = 3.08, p = .05). No significant results were found with regard to achievement motivation and interest in distance education. These results emphasize the importance of more technologicallysophisticated delivery modes in distance education and the necessity to preassess distance education students.

Exploratory Demand Analysis for a Part-Time or Executive Master's Degree in Hospitality Management

“…Iverson (1996) found only tepid interest in distance learning in her sample of community college students. However, she found that those in her sample who worked full time were more interested in distance learning than those without jobs.…”

Hospitality Education: A New Computer-Assisted Teaching and Learning Paradigm

“…The simulation method was found to be the morefavorable one. Likewise, Iverson (1996) found that hospitality students were mostinterested in computer-mediated instructions followed by satellite course and tele-course study for pursuing distance education in hospitality management. In general, hospitality management education, utilizing CBT tools, can stimulate student participation and interest in the course andthe subject content (Pederson & Pederson, 1993).…”