Perception of Attributes and Readiness for Educational Technology: Hospitality Management Students’ Perspectives
Perception of Attributes and Readiness for Educational Technology: Hospitality Management Students’ Perspectives
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DOI：
10.1080/10963758.2016.1189832
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发表时间：
2016-07
影响因子：
2.9
通讯作者：
Sunny Sun;Patrick C. Lee;Andy Lee;R. Law
中科院分区：
文献类型：
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作者：
Sunny Sun;Patrick C. Lee;Andy Lee;R. Law
与传统学习不同的是，通过教育技术学习的成功与否取决于学生对技术的准备程度。本研究用学生的承诺、个人参与、动机、热情和可用性来衡量教育技术的准备程度，考察了对教育技术的不同属性(即远程访问、灵活性、参与感、孤立感)和学业成就的感知水平如何影响酒店管理专业学生对技术的准备。结果表明，参与度属性对学生的教育技术准备程度影响最大，远程访问属性对学生的教育技术准备程度影响最小。
ABSTRACT In contrast to traditional learning, the success of learning via educational technology is found to rely on the extent to which students are ready for the technology. Measuring the readiness of educational technology with students’ commitment, personal involvement, motivation, passion, and availability, this study examined how the level of perception about different attributes of educational technology (i.e., remote access, flexibility, engagement, feeling of isolation) and academic achievement affect hospitality management students’ readiness of the technology. Results show that engagement attribute is most and remote access attribute is least likely to affect students’ readiness of educational technology.