The Role of Educational Technologies in CSR Perception of Tourism Education: The Comparative Analysis of E-Learning and M-Learning Tools as Moderators

Thomas, Basil John; Khalil, Tarek; Joseph, Nisha

doi:10.3390/jrfm13120318

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…For example, investors such as the World Bank and Coursera are aiming at MOOCs as a broader program to help students developing market-related IT capabilities. Therefore, these initiatives have significant corporate and governmental funding (John Thomas and Khalil, 2020).…”

Section: Literature Review 21 Higher Education and Employabilitymentioning

confidence: 99%

A proposed model to design MOOCs through the lens of addressing graduate skill gap

Hossain

Bao

et al. 2022

HESWBL

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PurposeThe purpose of this study is to understand the mediating role of psychological need and immersive experience on graduates' skill gaps on massive open online courses (MOOCs) adoption intention.Design/methodology/approachThe proposed research model is developed by combining two popular theoretical models, namely, the self-determination theory, network externalities theory along technology adoption theory. Data are collected from 318 respondents to test the model. Structural equation modeling (SEM) is applied to analyze the data.FindingsThe study reveals that the sense of psychological needs and immersive experience mediates the influence of skill gap and social interaction on MOOC adaption willingness. However, immersive experience alone cannot influence adoption intention. Similarly, psychological needs cannot have a significant impact on adoption intention without the graduate skill gap.Originality/valueThis study specifically focuses on investigating the mechanism of how psychological needs satisfaction mediates the relationship between graduates' skill gap and MOOC adoption intention. The findings suggest us to develop a course that will increase learners employability skill. This study also contributes by incorporating the idea of immersive experience to facilitate improved virtual social interaction.

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Section: Literature Review 21 Higher Education and Employabilitymentioning

confidence: 99%

A proposed model to design MOOCs through the lens of addressing graduate skill gap

Hossain

Bao

et al. 2022

HESWBL

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“…Our aim is to address the research gap identified in the field of mobile learning (m-learning) focused on economic education at the high school level. Limited studies have been conducted on this topic, with most of the existing research primarily concentrated on higher education [3,[42][43][44]. It is crucial to note that students studying economics will play a pivotal role in the future digital economy.…”

Section: Introductionmentioning

confidence: 99%

Determinants of Economical High School Students’ Attitudes toward Mobile Devices Use

Moca

Bădulescu

2023

Sustainability

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Due to recent considerable technology breakthroughs in the education sector, new tools have been developed to improve learning. Motivating students to use new devices for learning rather than just for amusement, however, is a difficulty. The COVID-19 pandemic prompted the adoption of technological devices for course delivery, thereby highlighting the significance of mobile learning (m-learning) and allowing educators, students, and other stakeholders in the education sector to recognize its potential, advantages, drawbacks, and challenges. As m-learning has been an essential aspect of education for some time now, there is growing interest in assessing its long-term viability and usefulness across various educational domains, including economics. New technologies like computers, the internet, and related tools can help by bringing life to the classroom, gauging student progress, simulating economic activities and phenomena, and teaching vital skills needed for the economic world, like entrepreneurship. This study aims to explore the potential of incorporating new technologies in economic education, we study the tendency of the economical high school students towards using mobile devices for learning activities. A total of 407 participants were involved in research, the data from these respondents being collected with the help of a questionnaire survey. The original technology acceptance model (TAM) has been extended and the role of various external factors such as the subjective norm, learning autonomy, facilitating conditions or self-efficacy has been addressed. A list of hypotheses was proposed to validate the underlying model and provide guidance on how external factors affect attitudes towards using mobile devices. The empirical results indicated that perceived ease of use and perceived usefulness are significant predictors to explain the attitudes towards mobile devices use and m-learning and the analyzed external factors have a positive influence on them. In terms of methods used, we characterize the perception of students by structural equations modelling (SEM). This study identifies and analyzes the factors that influence students’ attitude and readiness towards mobile technology use in education, providing valuable insights into improving the adoption of new technologies and to evaluate the sustainability of m-learning in economic education.

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“…Yet another research investigated the effect of educational technologies on the perception of tourism students and their intention to work thereafter. Different M-learning and Elearning platforms were compared to assure the most effective platform for CSR education among the students, which eventually found that e-learning tools are rather more effective [13]. Hence, virtual reality, chatbots, and immersive apps have added more functionality and greater potential for learning.…”

Section: Introductionmentioning

confidence: 99%

Gamification of personalized learning through Massive Open Online Courses: learner-to-AI enabled chatbot

Thomas¹,

Alkhafaji²

2023

Massive Open Online Courses - Current Practice and Future Trends

Self Cite

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Massive open online courses (MOOCs) are considered an educational revolution that widens access to quality education and enhances social inclusion. With their fast advancement and potential influence in education, they have been enlisted in the modernization agenda of many universities globally. Nevertheless, the effectiveness of learning through MOOCs is debatable, while student retention rate ranges between 10-50%. The primary reason is considered the lack of interactivity in MOOCs, which urges enhancement of interaction between teachers and students. Another challenge regarding the MOOCs is to find the best resource fitting a learner’s personal profile, interests, background, and learning needs. The first challenge has been addressed from the gamification point of view to measure the impact of gamification on the overall success of MOOCs. However, the second challenge still remains untouched. In online learning setting, course design and interaction with instructors as well as students are the factors that greatly influence students’ perceived learning and satisfaction with the online course. The contribution of chatbot-supported MOOCs recommender system is in two-fold. Hence, the current study aims to extend the gamification concept to chatbot-supported MOOCs recommender system with two types of chatbots, namely text and avatar + text chatbot. In this study, MOOCs providers include both universities that offer MOOCs through their official websites and online learning platforms. MOOCs providers will benefit from the recommender system by increasing retention and course completion rate of learners, while learners will benefit from the recommender system by spending relatively less time for the most fitting course search.

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The Role of Educational Technologies in CSR Perception of Tourism Education: The Comparative Analysis of E-Learning and M-Learning Tools as Moderators

Cited by 4 publications

References 14 publications

A proposed model to design MOOCs through the lens of addressing graduate skill gap

A proposed model to design MOOCs through the lens of addressing graduate skill gap

Determinants of Economical High School Students’ Attitudes toward Mobile Devices Use

Gamification of personalized learning through Massive Open Online Courses: learner-to-AI enabled chatbot

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