Online and Self-Directed LearningReadiness Among Hospitality and Tourism College Students and Industry Professionals

• Main Author: Cavusoglu, Muhittin
• Format: Others
• Published: Scholar Commons 2019
• Subjects: learning styles; online learning and trainingenvironments; hospitality and tourism education; hospitality and tourism industry; Adult and Continuing Education and Teaching; Education; Other Education
• Online Access: https://scholarcommons.usf.edu/etd/7763; https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=8960&context=etd

The purpose of this quantitative study was to compare self-directed learning readiness and online learning readiness between hospitality and tourism college students and industry professionals. The Self-Directed Learning Readiness Scale (SDLRS) was used for measuring self-directed learning readiness. After examining the reliability and validity indices of the modified Online Learning Readiness Scale (OLRS), it was used in the context of hospitality and tourism for the measurement of online learning and training readiness. Two different study populations, hospitality and tourism college students and hospitality and tourism industry professionals, were identified for the purpose of this study. Data were obtained via online anonymous links which included the demographic and descriptive questions and the two instruments (the SDLRS and the OLRS) through Qualtrics. A total of 550 usable responses (298 from hospitality and tourism college students and 252 from hospitality and tourism industry professionals) were collected for statistical analysis. Using confirmatory factor analysis, the modified OLRS was confirmed as a valid and reliable instrument. The mean score differences on the SDLRS and the dimensions of the OLRS between hospitality and tourism college students and industry professionals were investigated using independent samples t tests. Although there was a significant difference in the SDLRS scores, there were no significant differences in the mean scores of the dimensions of the OLRS among hospitality and tourism college students and industry professionals. Finally, the relationship between the SDLRS score and the dimensions of the OLRS among hospitality and tourism college students and industry professionals were tested and reported a significant and positive correlation among these variables. This study contributes to the knowledge of self-directed learning readiness and online learning readiness among hospitality and tourism college students and industry professionals. This study can stimulate more research on the impact of self-directed learning readiness and online learning readiness in the educational and industrial practices in the hospitality and tourism field.