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Abstract
Online learning has been developed in Taiwan to make it convenient for people who are in different locations to experience synchronous learning. This study used a phenomenological approach to examine the learning motivations of Taiwanese graduate students in online educational settings to predict the role online instruction could play in tourism programs. The study suggested that synchronous online communication engages more students than asynchronous communication in synthesizing and applying knowledge and targeting the learning focus on problem solving and critical reflections to increase student-learning motivation and satisfaction. The findings also indicated that Taiwanese graduate students feel that clear course objectives and teaching instruction from faculty members contributed most to their learning satisfaction during synchronous online learning.