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Online Learning Readiness and Academic Achievement of Hospitality and Tourism Students

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Despite the substantial contribution made by online learning behaviour toward the higher education evolution for students’ achievement, few published studies have investigated this important current topic from hospitality and tourism students' perspectives, constituting a critical gap in the literature on online learning. Drawing on Online Learning Readiness Scale (OLRS), this study tests the direct and moderating effects of Program Level and Years of Learning Experience on Academic Achievement. A quantitative research methodology is applied, with a survey of 439 students studying in Public and Private Institutions conducted first to test seven hypotheses of both groups. The results indicate a mixture of expected and unexpected findings, including (i) the direct effects of Online Learning Readiness on Academic Achievement; (ii) Online Learning Readiness (Computer/internet Self-efficacy, Self-directed Learning, Learner Control, and Online Learning Motivation) which can enhance students' Academic Achievement, dependent on the Program Level and Years of Learning Experience; and (iii) that Online Learning Motivation is seen as a critical mechanism to boost students’ Academic Achievement. The originality of this manuscript is based on its status as one of the first dual-moderator models tested on the online learning behaviour of Hospitality and Tourism Students.
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In-Text Citation: (Abidin et al., 2022)
To Cite this Article: Abidin, F. Z., Mahdzar, M., Amir, A. F., & Jamal, S. A. (2022). Online Learning Readiness and Academic Achievement of Hospitality and Tourism Students. International Journal of Academic Research in Business and Social Sciences, 12(11), 619– 635.