Online learning attributes on overall tourism and hospitality education learning satisfaction: Tourism Agenda 2030


Purpose
Promoting “Quality Education” as part of Sustainable Development Goal 4 requires educational stakeholders to understand the nature of online learning from the learners’ perspective. This study aims to explore the asymmetric effects of online learning attributes on overall learning satisfaction in tourism and hospitality education.


Design/methodology/approach
The authors adopt the three-factor satisfaction theory and the three analytical steps penalty–reward contrast analysis, impact range performance analysis (IRPA) and impact asymmetry analysis. The authors then juxtapose the results of such analytical approaches to the traditional importance–performance analysis (IPA) for further insights.


Findings
Traditional IPA suggests nine high importance and performance online attributes. However, the IRPA reveals that only four attributes fall within high performance and high range of impact on satisfaction. The attribute “secure” had a low performance despite a significant impact on satisfaction.


Research limitations/implications
By exploring asymmetric effects, scholars, service providers and participants of online education can have a deeper insight into the nature and dynamic effect of attributes on overall satisfaction.


Originality/value
By exploring the asymmetric impacts of online learning attributes on overall learning satisfaction, the findings provide a novel insight into the multidimensionality of online learning attributes.
