ABSTRACT

Objective: The aim of this study is to evaluate learner satisfaction with the Virtual Tourism Education and Learning (VTEL) model and to identify the determinants of student satisfaction among individuals enrolled in tourism programs.  Methods: This study utilised a convergent mixed methods research design. Computerised Qualitative Data Analysis (CQDA) was employed to analyse the data obtained from a Likert scale questionnaire completed by forty students, which produced descriptive statistics. Additionally, exploratory data were gathered through interviews with eight purposively selected students. This qualitative data was subsequently analysed through coding and thematic categorisation. Results and Conclusions: The analysis of learner satisfaction revealed an average score of three, which supports the research findings. The validity indices (Cronbach's alpha: 0.88 and composite reliability: 0.77) further indicate a general acceptance of the VTEL model. Qualitative data identified several key factors contributing to satisfaction: the inclusion of clear learning goals and objectives, the nature and depth of the course experiences, the variety of reflection techniques, practical experiences in real-life settings, and the assessment strategies. Practical Implications: The study has demonstrated that the integration of the VTEL model effectively prepares and develops tourism students with the competencies necessary to meet professional standards. Consequently, it is recommended that the VTEL model be sustained and further developed to enhance educational activities in the field of tourism.