Mobile learning adoption for tourism education in a developing country

Understanding Sustainability, Corporate Social Responsibility and Responsible Tourism in Literature vs Practice

“…ethical tourism, ecotourism, pro-poor tourism, sustainable tourism) do not come up the current study can be said to support the argument put forward by Cooper and Ozdil (1992) who argue that these tourism niches are more the preserve of developed economies in the Global North. Consistent with their finding for Portugal which had then only just launched its tourism product, responsible tourism in South Africa, particularly in the accommodation industry in the Cape, is more focused on the host communities and environments (Cooper & Ozdil, 1992;Fatima et al, 2019). This finding can also be attributed to the fact that the focus of this study is on accommodation establishments only.…”

“…with high illiteracy rates) (Cooper & Ozdil, 1992;Kimbu & Tichaawa, 2018;Matten & Moon, 2008;Tichaawa, 2017), but also seldom incorporates the need for environmental consciousness and sustainability in its curriculum (Leal Filho et al, 2019;Nagendra, 2018). Although many tourism programs at the higher education level now incorporate sustainability in their curriculum, this would not translate to improved understanding in tourism markets in the Global South as the majority of tourism operators do not have formal tourism training (Bakker, 2019;Fatima et al, 2019).…”

Factors Affecting Indonesian Preservice Teachers’ Use of ICT During Teaching Practices Through Theory of Planned Behavior

“…Likewise, Teo and van Schaik (2012) also informed perceived behavioral control as the second strongest predictor after attitudes toward the use of computer. In addition, Fatima et al (2019) also reported that perceived behavioral control positively affects the use of m-learning in tourism education.…”

How the Type of Job Position Influences Technology Acceptance: A Study of Employees’ Intention to Use Mobile Technologies for Knowledge Transfer

“…This thesis is also supported in Thomas et al [31] and Chen et al [32] where the attitude towards technology turned out to be an important factor explaining the intention to use m-learning. Moreover, Fatima et al [33] indicates that the personal attitude toward m-learning rather than self-efficacy has an important impact on m-learning adoption. Estriegana et al [34] points out that students' attitude towards using technologies -particularly virtual laboratories -depends on playfulness, and perceived degree of satisfaction.…”

“…Many studies concerning mobile technology acceptance, not to mention m-learning and knowledge transfer, do not take the moderators into account such as age or gender that exist in general technology acceptance models such as Unified Theory of Acceptance and Use of Technology (UTAUT) [8], [31], [33], [70], [83], [84]. Studies confirm that models that include moderators often provide a significantly better explanation of technology acceptance [45] or avoidance [46].…”