Teachers’ Training Course Using Synchronous Conferencing Tools for Hospitality and Tourism Education in Vietnam: A Constructivist Approach

Abstract

Despite its significant damage to the hospitality and tourism industry, the pandemic of COVID-19 indeed has reinforced the needs for not only the hospitality and tourism education, but also the whole educational system of Vietnam, to make use of technological innovations in education, among which synchronous conferencing tools are currently utilized for changing their mode from physical classroom to online learning. This study adopts the constructivist approaches to propose a training course designed to enhance the skills needed for teaching with synchronous conferencing technology for teachers in Vietnam's hospitality and tourism institutions. We based on the current literature to identify the necessary skills to implement classes via synchronous conferencing environments. We also selected and designed learning activities to translate constructivist teaching theory into online pedagogies. Although it needs to be evaluated in further studies, this course design is expected to contribute to the growing literature on methods to improve instructors’ readiness to teach in virtual classrooms.

A constructivism-based training course for hospitality and tourism instructors in Vietnam to improve their self-confidence in synchronous online teaching

“…The teacher training program proposed herein was designed to translate the three constructivist approaches of "knowledge is constructed by learners," "knowledge is based on experience" and "a strong class community is essential" (Kosnik et al, 2018, p. 105) into specific pedagogical practices. In our previous study (Luong and Kim, 2021), we selected and designed different types of learning activities (Table 5) for teachers to help them acquire the complex skills required for synchronous online teaching (Table 2).…”

“…On the basis of the current literature and textbooks that provide guidelines on synchronous online teaching, our previous study (Luong and Kim, 2021) identified the complex skills needed to facilitate synchronous online classes. These include developing online presence , planning lessons , handling technology , adapting to learners’ preferences and classroom management .…”