Modelling Determinants for the Integration of Web 2.0 Technologies into Hospitality Education: A Taiwanese Case
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Modelling Determinants for the Integration of Web 2.0 Technologies into Hospitality Education: A Taiwanese Case Liwei Hsu
Ó De La Salle University 2014
Abstract This study explores the applicability of various Web 2.0 technologies in hospitality education in Taiwan. The affordances of Web 2.0 technologies have dramatically changed the landscape of higher education, and hospitality education is no exception. The research presented here involved the distribution of a large-scale survey to all hospitality major students at Taiwanese universities; 839 valid responses were received and subjected to statistical analyses. The results indicated that blogs are the most popular Web 2.0 technology exploited in hospitality education, followed by Facebook. Facebook was shown to cause the greatest cognitive load for learners, although the effect size was small. Next, structural equation modelling was employed to examine nine research hypotheses, in the effort to investigate causal relationships among five proposed constructs: perceived ease of use, perceived usefulness, cognitive load, learning effectiveness and learning satisfaction. Five out of nine hypotheses were supported, showcasing, in particular, the significant effect that perceived ease of use had on perceived usefulness and on learning effectiveness. In addition, perceived usefulness positively affected cognitive load and learning effectiveness, and learning effectiveness positively affected learning satisfaction; these effects were also significant.
Electronic supplementary material The online version of this article (doi:10.1007/s40299-014-0208-z) contains supplementary material, which is available to authorized users. L. Hsu (&) National Kaohsiung University of Hospitality and Tourism, No. 1, Songhe Road, Hsiao Kang District, Kaohsiung City, Taiwan e-mail: [email protected]
Keywords Web 2.0 Cognitive load Perceived ease of use Perceived usefulness Learning effectiveness Learning satisfaction
Introduction The emergence of Web 2.0 has not only extended the scope of online learning, but also contributed to the socialisation of the Internet (Develotte et al. 2010; Olaniran 2009); it (i.e. the emergence of Web 2.0) also represents an accord between the application of instructional technologies and the contemporary focus in educational theory and practice on learner-centred and interactive pedagogy (Bower et al. 2010; Huang et al. 2010b). Empirical studies confirm that Web 2.0 can provide benefits to pedagogical practice, including students of hospitality programme (Penfold et al. 2007; Penfold 2008; Huang et al. 2010b). The popularity of integrating Web 2.0 technologies in instruction has fostered a perceived need among instructors and institutions to create a new pedagogy to match (Liburd et al. 2011), and a further investigation of the effects that these rich media may have on learners’ cognitive load, learning effectiveness, and learning satisfaction is still needed. In response to this need, the present study would like to sh
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