Learning tourism and hospitality subjects with massive open online courses (MOOCs): A cross-sectional and longitudinal study

• Published in: The journal of hospitality, leisure, sport & tourism education Vol. 29; p. 100276
• Main Author: Hsu, Liwei
• Format: Journal Article
• Language: English
• Published: Oxford Elsevier Ltd 01.11.2021; Elsevier Limited
• Subjects: Autonomy; Competence; Cooperative learning; Curriculum Design; Distance learning; Education; Educational Environment; Educational Innovation; Educational objectives; Instructional design; Internet; Knowledge; Learner Engagement; Learning Processes; Longitudinal multilevel model; Longitudinal studies; Massive open online courses (MOOCs); MOOCs; Motivation; Online Courses; Online instruction; Relatedness; Structural equation model; Structural equation modeling; Student Motivation; Student retention; Teaching; Teaching Methods; Tourism; Longitudinal multilevel model; Competence; Autonomy; Massive open online courses (MOOCs); Structural equation model; Relatedness
• ISSN: 1473-8376; 1473-8376
• DOI: 10.1016/j.jhlste.2020.100276

This study investigates the factors that affect learners' engagement in learning about tourism and hospitality subjects using massive open online courses (MOOCs). Study 1 recruited 361 participants and surveyed their self-determination to learn the subjects through MOOCs. The results of the structural equation model indicated that autonomy and competence significantly affect students’ engagement. Study 2 adopted a longitudinal multilevel model to investigate the engagement of twelve participants during a 10-week MOOC. Their work status was included as a variable because MOOCs have attracted many in-service staff members as learners. The MLM results showed that time was a significant factor, whereas status was not.