Online Hospitality and Tourism Education

Chandra, Shweta; Ranjan, Aditya; Chowdhary, Nimit

doi:10.37741/t.70.2.10

Cited by 15 publications

(9 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Existing studies mainly focus on the perspectives of tourism students (Aykol, 2020b;Buluk & Esitti, 2020;Göksu et al, 2021). While limited, some studies have focused on tourism and hospitality education (Ye & Law, 2021;Chandra et al, 2022;Işkın et al, 2022). Unlike previous current studies, in this study, the perspectives of both tourism students and tourism lecturers were examined in order to provide comprehensive answers to the research questions.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Distance Education in Tourism and Hospitality amid Covid-19: Perspectives of Students and Academics

Alrawadıeh¹

2022

View full text Add to dashboard Cite

The current pandemic has reshaped all aspects of life, and higher education is no exception. Despite the growing interest in how universities are coping with distance education during crises, there is limited knowledge on how such a delivery model is perceived by both students and academics. Drawing on the experiences of tourism and hospitality students and academics, the present study delves into the distance education experience amid Covid-19 identifying its advantages and challenges. In-depth interviews with tourism and hospitality students and academics in Turkey (12 students and 12 academics) were conducted, and the data were analysed using content analysis. The findings suggest that distance education amid Covid-19 has brought some opportunities, but also posited significant challenges. On the benefit side, distance education seems to have provided students with easier access to information/learning materials and more flexibility while enabling tourism academics to dedicate more time to research activities. On the negative side, however, students seem to be unhappy for being deprived of their social life at class and on campus whereas tourism academics raised concerns related to their lecture content being monitored and accessible, thus limiting their freedom of "lecturing their way". The current study contributes to the growing body on knowledge on distance education in the time of crisis and provides recommendations to different stakeholders in higher education.

show abstract

Section: Discussionmentioning

confidence: 99%

“…The current crisis caused by Covid-19 has resulted in sudden and radical changes in the traditional education model (Chandra et al, 2022). Distance education has therefore emerged as a solution in response to closure and restrictions on the movements of individuals.…”

Section: Introductionmentioning

confidence: 99%

Distance Education in Tourism and Hospitality amid Covid-19: Perspectives of Students and Academics

Alrawadıeh¹

2022

View full text Add to dashboard Cite

show abstract

“… Techanamurthy et al (2020) also believe that hospitality technology courses focus on the teaching of technology and the theory of apprenticeship, while traditional courses do not emphasize the ability to solve problems. Therefore, Chandra et al (2022) believed that in traditional distance teaching, hospitality technology courses are more difficult to teach through one-way communication, and that they should only be used as supplementary teaching materials. This research aimed to use flipped learning technology to develop individualized acceptance of hospitality technology courses, exploring how they conduct discussions and group activities when gathered together virtually, and how they share and communicate in order to effectively deepen, consolidate, and create hospitality technology, which is the goal of this study.…”

Section: Literaturementioning

confidence: 99%

Online flipped learning methods for teaching hospitality skills and management practices in an epidemic situation: A study on learning attitude and effectiveness

Chen

Wang²

2023

Front. Psychol.

View full text Add to dashboard Cite

Starting in 2019, the ongoing COVID-19 pandemic has lasted 3 years and will likely continue to affect the lives of people all over the world. According to a United Nations Educational, Scientific and Cultural Organization (UNESCO) survey, more than 91% of students from all over the world have been affected by the spread of COVID-19. The application of technological networks can help solve problems related to being unable to attend school in person, as online teaching can effectively help reduce learning loss in the short term. In Taiwan, the higher education system has been using online learning, but now faces a new and huge crisis, as some courses do not readily translate to this setting. In professional courses run by hospitality departments, it is essentially impossible to accurately convey the practical skills required, for example, aspects of color, aroma, and taste through online teaching. Moreover, the learning level of each student varies greatly. During the online teaching process, instructors teach professional skills and movements through a single teaching video, which may not meet the needs of all students. In response, this study explores using the flipped teaching method, to not only enable students to master and control their learning and effectively adjust their self- adaptive learning progress but also to help teachers solve problems and impart professional skills using a two-way, interactive, online teaching method. This approach, flipping a class in an online learning environment, could effectively make up for the one-way teaching sometimes created by video content, and address the problem of gaps in learning professional practical skills. It can also induce students with poor learning attitudes to actively participate in learning. This study involved 55 bachelor students from a university of science and technology in Taiwan. The research results are as follows: (1) Students who participated in the flipped teaching mode, which involved two-way interaction showed better professional understanding of the course and improved willingness to learn, thereby improving the learning effect. (2) Awareness of these poor practical catering professional skills in students, assisted in laying the professional foundation for students to gradually improve their learning attitude and their advanced skills. This indicates that students with poor academic performance in an online environment might benefit from two-way interactive teaching. Teachers should clarify detailed descriptions of professional practical actions that confuse students. (3) In flipped learning, the grouping of “game/toy-based e-learning” can not only improve the performance of students who actively study to achieve good grades but also help and motivate other students to learn together. These results indicate that in flipped classrooms that use an online learning environment, the active learning and learning attitudes of students were positive and that their interest in learning and learning efficiency was also significantly improved. At the same time, this approach stimulated the innovation, creativity, and creative development of students in using professional technology in the hospitality industry. It transformed the passive learning situation of online one-way teaching into an active two-way teaching environment.

show abstract

“…Tourism education meets the current needs of the travel and tourism industry in parallel with other vocational education fields ( Chandra et al, 2022 ). In addition, special attention is paid to the optimization of learning processes.…”

Section: Introductionmentioning

confidence: 99%

“…In order to keep up with the high industrial and market demands, it is important for students and future professionals to adopt new technologies. These technologies not only prepare them for future markets and jobs, but also act as tools for better and faster learning by helping students better visualize new content ( Chandra et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

The role of innovative technology in multicultural vocational tourism education

Bahçelerli

2023

Front. Psychol.

View full text Add to dashboard Cite

Online Hospitality and Tourism Education

Cited by 15 publications

References 47 publications

Distance Education in Tourism and Hospitality amid Covid-19: Perspectives of Students and Academics

Distance Education in Tourism and Hospitality amid Covid-19: Perspectives of Students and Academics

Online flipped learning methods for teaching hospitality skills and management practices in an epidemic situation: A study on learning attitude and effectiveness

The role of innovative technology in multicultural vocational tourism education

Contact Info

Product

Resources

About