Determinants of hospitality students' perceived learning during COVID 19 pandemic: Role of interactions and self-efficacy

Abstract

Our study adopts the Theory of Transactional Distance (TTD) as the theoretical framework to investigate the impact of the four interaction levels: content, instructors, peers, and technology on perceived learning among hospitality students with self-efficacy as the moderating factor. The data sample for the study includes responses from 461 hospitality students from various institutes in India. Our findings reveal that all the four-point of interactions, content, instructors, peers, and technology, have a significant positive impact on perceived learning. Further, learners' interaction with the content was emerged as the most significant predictor of perceived learning. The data was put to moderation analysis, with results suggesting that self-efficacy has a conditional effect only on the interaction between content and perceived learning.