E-learning: Investigating students’ acceptance of online …

 

 

Graduate Theses and Dissertations

Iowa State University Capstones, Theses and
Dissertations

2010

E-learning: Investigating students’ acceptance of
online learning in hospitality programs.
Sung Mi Song
Iowa State University

Follow this and additional works at: https://lib.dr.iastate.edu/etd

Part of the Hospitality Administration and Management Commons, and the Online and Distance

Education Commons

Recommended Citation
Song, Sung Mi, “E-learning: Investigating students’ acceptance of online learning in hospitality programs.” (2010). Graduate Theses and
Dissertations. 11902.
https://lib.dr.iastate.edu/etd/11902

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E-learning: Investigating students’ acceptance of online learning
in hospitality programs

Sung Mi Song

by

A dissertation submitted to the graduate faculty

in partial fulfillment of the requirements for the degree of

DOCTOR OF PHILOSOPHY

Major: Hospitality Management

Program of Study Committee:
Robert Bosselman, Major Professor
Tianshu Zheng
Lakshman Rajagopal
Jessica Hurst
Mack Shelley

Iowa State University

Ames, Iowa

2010

Copyright © Sung Mi Song, 2010. All rights reserved.

ii

TABLE OF CONTENTS

LIST OF FIGURES……………………………………………………………………………

v

LIST OF TABLES…………………………………………………………………………….

vi

ACKNOWLEDGEMENTS……………………………………………………………………

vii

ABSTRACT ……………………………………………………………………………………

viii

CHAPTER I. INTRODUCTION………………………………………………………………

1

Purpose of the Study…………………………………………………………………….

14

Significance of the Study……………………………………………………………….. 15

Definition of Terms……………………………………………………………………… 16

CHAPTER II. LITERATURE REVIEW……………………………………………………… 18

Theoretical Frameworks of the Learning Process and Learning Outcome……………… 18

DeLone and McLean’s Information System Successful Model……………………… 18

The 3P Model for Teaching and Learning …………………………………………… 20

The Online Interaction Learning Theory……………………………………………… 22

Interaction Equivalency Theorem……………………………………………………. 26

Perceived Service Quality………………………………………………………………. 29

Exploring Quality Dimensions of Online Learning………………………………….. 29

Factors that Determine the Effectiveness of Online Learning ………………………. 32

Satisfaction……………………………………………………………………………… 39

Definition…………………………………………………………………………….

39

Expectation Disconfirmation Theory (EDT) ……………………………………… 40

iii

Factors that Determine Students’ Satisfaction with Online Learning……………….. 42

Perceived Usefulness……………………………………………………………………

50

Definition…………………………………………………………………………….

50

Technology Acceptance Model (TAM)……………………………………………… 50

e-Loyalty…………………………………………………………………………………. 53

Definition …………………………………………………………………………… 53

Factors that Determine Behavioral Intention toward Online Learning……………… 54

Proposed Model and Research Hypotheses………………………………………………..

56

CHAPTER III. RESEARCH METHODS…………………………………………………….

60

Research Design………………………………………………………………………… 60

Sample Selection………………………………………………………………………… 61

Instrumentation………………………………………………………………………….

62

Measures………………………………………………………………………………… 63

Data Collection………………………………………………………………………….. 66

CHAPTER IV. RESULTS…………………………………………………………………….

70

Demographic Profiles of the Respondents…… …………………………………………. 70

Measurement Model…………………………………………………………………….

73

Descriptive Statistics and Nomality Test…..……………………………………………. 77

Structural Model Anlalysis and Hypotheses…………………………………………… 85

Mediation Effect of Perceived Interaction Quality and Student Satisfaction …………. 91

Personal Attributes and Proposed Variables……………………………………………. 92

CHAPTER V. CONCLUSION………………………………………………………………..

99

Summary of the Study…………………………………………………………………… 99

iv

Discussion……………………………………………………………………………….. 103

Implications……………………………………………………………………………… 106

Limitations of the Study and Suggestions for Future Research…………………………. 108

REFERENCE …………………………………………………………………………………. 110

APPENDIX A. RESEARCH INSTRUMENT…………………………………………………

APPENDIX B. IRB APPROVAL………………………………………………………………

APPENDIX C. E-MAIL LETTER TO PROGRAM DIRECTOR …………………………….

APPENDIX D. REMINDER……………………………………………………………………

APPENDIX E. EXPLORATORY FACTOR ANALYSIS TABLES………………………….

128

140

141

143

144

LIST OF FIGURES

Figure 1. Scope of e-earning……………………………………………………………………

Figure 2. Online learning in higher education: Fall 2002 – Fall 2006…………………………

Figure 3. Trends in pedagogical stances and development of learning paradigms over time….

Figure 4. Information System Successful Model………………………………………………

Figure 5. The 3P Model for teaching and learning ……………………………………………

Figure 6. Dynamic model of online interaction learning theory………………………………

Figure 7. The interaction theory typology ………………………………..…………………..

Figure 8. EDT………………………………………………………………..………………..

Figure 9. TAM………………………………………………………………..……………….

Figure 10.TRA…………………………………………………………………………………

Figure 11. Research model…………………………………………………………………….

Figure 12. Measurement model ………………………………………………………………

Figure 13. Normal Q-Q plot of studentised residual……………………………………………

Figure 14. Residual histogram with normal curve……………………………………………

Figure 15.Studentised residual by predicted value……………………………………………
.
Figure 16. Observed value by predicted value………………………………………………..

Figure 17. Initial proposed SEM model……………………………………………………….

Figure 18. Result of Proposed SEM Model……………………………………………………

Figure 19. Final Proposed SEM Model ………………………………………………………

Figure 20. Path diagram of mediation effect of 2PSQ (interaction) ………………………….

Figure 21. Path diagram of mediation effect of satisfaction…………………………… …….

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3

4

5

19

21

23

28

41

50

54

56

75

83

83

84

84

86

87

88

91

92

LIST OF TABLES

Table 1.1. Models of distance education – a conceptual framework………………………..…

8

Table 2.1. Classification of technologies for enabling learning………………………………. 35

Table 2.2. A summary of key factors that affect the effectiveness of online learning………… 39

Table 2.3. Summary of factors that affect satisfaction with online learning………………………. 45

Table 2.4. Empirical studies that applied TAM in examining technology ………………..…..
acceptance behavior in hospitality/tourism contexts
Table 2.5. Factors influencing Behavior Intention toward Online Learning………………….. 55

52

Table 3.1. Source of Instrument ………………………………………………………………. 63

Table 4.1. Demographics of the Sample………………………………………………………. 71

Table 4.2. Characteristics of the Sample…………………………………………………………. 72

Table 4.3. Overall Model Fit Statistics for the Research model………………………………

76

Table 4.4. Confirmatory Factor Analysis Result for Hypothesized Model (N= 270)…………

78

Table 4.5. Correlations of Latent Variables and Discriminant Validity (N=270)..……………

79

Table 4.6. Descriptive Statistics and Correlations of each Construct (N =270) ……………… 79

Table 4.7. Descriptive Statistics of the Variables in the Proposed Model (N =270) ………… 80

Table 4.8. Result of Normality Test of Proposed Variables…………………………………… 82

Table 4.9. Overall Goodness-of Fit Comparisons for the specified Model…………………… 86

Table 4.10. Hypotheses Test Results…………………………………………………………… 90

Table 4.11. Examining Effects on On-line Loyalty…………………………………………….. 90

Table 4.12. Comparison of Proposed Variables Based on Demographic Profiles……………… 95

Table 4.13. Summary of the t-test for the Proposed Variables by Gender……..………………… 96

Table 4.14. The Motivational and Attitudinal Factors Affecting student satisfaction…………. 97

Table 4.15. Coefficients of Regression – Key determinants of Satisfaction with………………. 98

Table 4.16. Correlations of Motivational Beliefs and Attitudinal Beliefs ………………………….

98

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ACKNOWLEDGMENTS

A special thank you goes to my major professor, Dr. Robert Bosselman. In spite of

having very busy schedule as Chair of Apparel, Educational Study, and Hospitality

Management (AESHM), Dr. Bosselman guided me by providing constructive comments and

suggestions to assist me in deciding my sample, distributing and collecting data, and writing

my research paper. Without Dr. Bosselman’s immediate feedback, patience, and positive

expectations toward me, I could not have successfully completed this project.

My appreciation also extends to my entire committee members, including Drs. Zheng,

Rajagopal, Hurst, and Shelley. Especially, I appreciate Dr. Hurst’s efforts for providing me

advice, while she was expecting twins. Dr. Shelley kindly responded to me even during

summer break and eagerly spared his time for advising me in the statistical matters for this

study.

From the bottom of my heart, I’d like to express appreciation to the program directors

of the hospitality programs who participated in this study. Without their participation and

support, I would not have been able to obtain meaningful results and implications for this

study. Thanks to the participants of these programs, I believed I could conduct a multi-

institutional study, examining online learners’ perspectives in hospitality programs for the

first time. I appreciate Drs. Lea Dopson, KiJoon Back, HG Parsa, Rick Perdue, and Pearl

Brewer for their efforts and their valuable time.

Finally, I appreciate my parents, brothers and sisters, and friends, including Locety,

Ruth, Irmgard, Tony, Mr. Joong Kab Kwon, the CEO of the Stanford Hotel and Avalon

Boutique Hotel, New York, and restaurateur, Mr. In Kon Kim, operating Shilla Restaurants

in Los Angeles and New York.

I have waited a long time for this moment to attribute this honor to my loving parents,

Chilnam Song and Jeim Lee. All in all, I am thankful to God, who blessed me through the

people mentioned above.