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The aim of the study was to examine the determining factors of students' video usage and their learning satisfaction relating to the supplementary application of educational videos, accessible in a Moodle environment in a Business Mathematics Course. The research model is based on the extension of "Technology Acceptance Model" (TAM), in which the core TAM constructs--perceived usefulness, perceived ease of use, attitude--and internet self-efficacy were included as the explanatory factors of video usage. As regards the determinants of learning satisfaction, beside the core TAM constructs, the role of learning performance, learner-learner interaction, and learner-teacher interaction was examined. Data were collected from 89 students using a questionnaire, on which the partial least-squares structural equation modelling approach was used to evaluate the research model. The results confirmed that perceived usefulness, attitude, and internet self-efficacy had a direct effect on the video usage. Learning satisfaction was directly influenced by learner-learner interaction, perceived ease of use, and learning performance. Furthermore, the results indicated that video usage had a significant effect both on learning performance and on learning satisfaction. The findings show that the extended TAM model can be applied for predicting the university students' video technology usage and their learning satisfaction regarding the usage.

Using online video presentations is increasingly gaining ground in higher education. Our present paper discusses the initial results of a longer research project and investigates the effect that the availability of online videos introduced to complement live presentations has on learning performance. The quasi-experimental research covered each college year and each course of the college including the business faculty. Results have shown that the availability of online videos resulted in significant improvement in semester grades and it contributed to reducing dropout rates.

This paper explores all uses of LMS in teaching Business Mathematics in Hungarian undergraduate training from the point of view of the instructors. Since no similar survey had been carried out in Hungary earlier, the aim was to fill in this gap and to investigate which LMS systems are being used by the instructors, to what specific purposes and how intensively. The importance of this study is that it highlights the local correlations and shortcomings thus making the adoption of LMS systems in Business Mathematics more effective. The survey was carried out by using questionnaires compiled by the author (survey method). All the institutions of Business Mathematics were questioned, one instructor in each (N = 28), so the data survey was comprehensive. The results of the article show that the proportion of instructors using LMS systems in undergraduate Business Mathematics training is lower than might be expected from the literature. Correlations have been demonstrated (elements characteristic of the country) with which the phenomena can be explained. This study shows--consistent with other studies--that LMS was commonly used by instructors for text-based communication and for delivering text-based learning materials. Even special tools and activities supporting mathematics are used for such purposes in a small number of cases; solutions outside the scope of LMS are used in a larger proportion.

Visiting friends and relatives (VFR) is the main driver of domestic travel in many countries. This study is one of the first to analyse VFR travel from a perspective of tourist experience. This study aims to investigate the complex dynamics behind VFR-related travel, especially in aspects of trip activities and tourist experience formation. Based on a survey (N = 879) examining domestic VFR travellers' trip activities in Hungary, the paper discusses the formation of a tourist experience in context of short-haul domestic VFR travel, especially the role of influencing factors. The results reveal differences between the segments with trip motivation of visiting friends (VF) and visiting relatives (VR) – the two main types of VFR tourists. It was found that independent variables such as VF, staying for longer and participating in leisure and tourism-type activities have a positive effect on tourist experience evolvement; however, factors such as VR, being rather passive during such a visit and focusing on social acts and bonding negatively affect the formulation of a tourist experience. The paper's novelty and uniqueness lies in applying a new perspective of analysing and discussing VFR travel: the theoretical concept of tourist experience formation. [ABSTRACT FROM AUTHOR]