Technology and Tertiary Tourism Students

Hospitality Management Students’ Expectation and Perception of a Virtual Field Trip Web Site: An Australian Case Study Using Importance–Performance Analysis

“…Specifically, students revealed that while the actual course content and the ease of use of the VFTW were important aspects for their learning experience, they expected the technology in the interface of a VFTW to be equal to or better than what they use for their personal and recreational purposes. Harding et al, (2001) argue that as the current generation of students grew up in the age of technology, their expectations of the technology interface are very high. Other researchers have also suggested that to ensure students accept and make decent use of resources to accomplish the course objectives, educators and educational designers should focus on improving not only the course content but also its delivery through the use of state of the art technology (Chang & Tung, 2008;Oh et al, 2003).…”

“…Extra time is needed because E-learning requires students to be more engaged and self-disciplined in the learning process compared with the traditional learning environment (Benvenuto, 2002). Although the current generation of students has grown up with technology, these students prefer to use technologies for social activities rather in the learning environment (Harding, Kern & Toft, 2001). In particular, some of them are uncertain about what they need to do in the case of student-centered teaching and learning (Benvenuto, 2002).…”

Technology and Change

“…3. Students found that reading a book and taking notes or getting notes from others was sufficient to get the grade they desired and they preferred this traditional form of learning and assessment to more labor intense and more difficult forms of assessments based on problem solving, presenting their own ideas or teaching and/or learning from others in a collaborative environment (Casado, 2000;Harding, Kern, & Toft, 2001;Horton, 2001;Benvenuto, 2002). 4.…”

“…5. Students were accustomed to using technology for fun activities such as communicating with friends, "surfing" for information, and downloading music, but were ill prepared to use technology in a teaching and learning environment (Harding et al, 2001;McNeill, 2001;Charp, 2003). 6.…”

“…Other technological enhancements that were adopted by faculty included computer-assisted instruction such as Microsoft PowerPoint presentation software (Daniels, 1999;Harding et al, 2001) and computer-mediated instruction such as computer simulation software (Farrar et al, 1999;Law, 1999;Roberts, 1999). In addition, faculty members developed class web pages that conveyed simple information such as the class schedule, instructor availability, required texts, and course notes (Zabel, 1997(Zabel, /1998Dehoney & Reeves, 1999;Nutta, 2001).…”