Academic Referent Group Influences on Hospitality Students’ Intentions to Enroll in an Online Course
Keywords
technology acceptance model 2, hospitality students, referent groups, subjective norm, online course
Abstract
Despite the popularity and growth of online courses in hospitality higher education, there still exists ambivalence toward this form of course delivery. Greater scheduling flexibility and accommodation of an ever-growing population of nontraditional students are presented as supporting online course adoption in programs still apprehensive toward this form of instruction. Given the pervasive nature and accessibility of Internet-based learning, this study utilized the technology acceptance model to determine the academic referent group influences on students’ intentions to enroll in an online course. Findings revealed plausible referent group influences that could be leveraged to encourage students to enroll in an online course, which would ultimately facilitate a positive learning experience.
Publication Date
5-7-2014
Original Citation
Mejia, C. & Phelan, K. V. (2014). Academic referent group influences on hospitality students’ intentions to enroll in an online course. Journal of Hospitality & Tourism Education, 26(2), 65-74.
Number of Pages
65-74
Document Type
Paper
Language
English
Source Title
Journal of Hospitality and Tourism Education
Volume
26
Issue
2
Copyright Status
Unknown
Copyright Date
2014
College
Rosen College of Hospitality Management
Location
Rosen College of Hospitality Management
STARS Citation
Mejia, Cynthia and Phelan, Kelly Virginia, "Academic Referent Group Influences on Hospitality Students’ Intentions to Enroll in an Online Course" (2014). Faculty Scholarship and Creative Works. 149.
https://stars.library.ucf.edu/ucfscholar/149