Technological Factors Influencing University Tourism and Hospitality Students’ Intention to Use E-Learning: A Comparative Analysis of Egypt and the United Kingdom
Taylor and Francis
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The main purpose of this study was to apply the extended technology acceptance model in examining the technological factors influencing university tourism and hospitality students’ intention to use e-learning in 2 different higher education contexts: Egypt, as an example of a developing country; and the United Kingdom (UK), as an example of a developed country. A total of 600 online questionnaires were sent to a convenience sample of university hospitality and tourism students enrolled in technology-enhanced courses. Of the questionnaires returned, 428 were usable ones, representing a response rate of 71.3%. Structural equation modeling was used to analyze the data using AMOS. E-learning support, platform interactivity, platform response, ease of use, usefulness, and perceived satisfaction were the most important factors influencing the Egyptian students’ intention to use e-learning. E-learning resources, platform functionality, ease of use, usefulness, and perceived satisfaction were the most important factors influencing the UK students’ intention.
Journal of Hospitality and Tourism Research;
Abbas, T.M., Jones, E. and Hussien, F.M. (2016) 'Technological factors influencing university tourism and hospitality students’ intention to use e-learning: a comparative analysis of Egypt and the United Kingdom', Journal of Hospitality & Tourism Education, 28(4), pp.189-201. DOI: 10.1080/10963758.2016.1226845.
Article published in Journal of Hospitality and Tourism Education on 10 November 2016, available at: https://doi.org/10.1080/10963758.2016.1226845.
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
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