The effectiveness of ICT-enhanced learning on raising intercultural competencies and class interaction in a hospitality course

Abstract

This study examines the effects of technology-enhanced interventions in hospitality curricula using an overarching research hypothesis-Does a course that features multi-model inputs, web-based learning opportunities and interactive communications prepare students well for their internships? Through an exploration of various influences within blended learning, this study unpacks students' responses to the pedagogical design, technology-enhanced interactions and in turn, assess for their intercultural competencies. The theoretical framework informing this study confirms the hypothesis that these multifaceted classroom activities demonstrated pedagogical effectiveness for knowledge retention. The findings showed that students' intercultural competences were significantly promoted. Students' learning interactions also improved due to the processes of video-making, sharing and discussions in the classroom. Moreover, these classroom activities significantly raised students' intercultural awareness. With regards to the effectiveness of the course for internship preparation, students showed moderate levels of satisfaction. Theoretical and practical contributions to the embedding of ICT within hospitality courses are provided.

Facing the era of smartness: constructing a framework of required technology competencies for hospitality practitioners

“…However, training and teaching contemporary technologies should not be done through a specific course. Technology competence comprises multiple subjects that should be integrated into individual disciplines rather than just combined in a computer course or IS management course (Wang et al , 2020). TTF indicates that employees can also learn from experience to become better able to use technology (Goodhue and Thompson, 1995).…”

Prospective of Intercultural Teaching Competencies in Relation to Technology and Neuroeducation

“…Consequently, raising intercultural awareness of professionals regarding the target population, culture, or behavior, will assist them better correct to work setting (Limoges et al, 2019;Wang et al, 2020). There are some studies in which scholars stated their positive experiences on applying educational technology to generate intercultural learning situations across specific academic or professional settings.…”

Teachers’ Perceptions of Culturally Appropriate Pedagogical Strategies in Virtual Learning Environments: A Study in Colombia

“…Results will be discussed according to the dimensions of the sub-competency studied, that is, Attitude and Beliefs, Knowledge, and Skills or Abilities. Regarding the dimension "Attitude and Beliefs", results indicate that the majority of teachers consider that they respect the beliefs of their students and their worldviews, have a knowledge of the social structures of the communities present in the classroom, and give importance to the mastery of languages because they consider that it affects their intercultural pedagogical practice (Gomez, 2009;Ricardo, 2017), which is recognized with special relevance (Chiper, 2013;Yeh, 2018;Wang, et al, 2020), because sharing language as a code gives education the inherent sense of putting in common, connecting education with communication in an intercultural sense. However, there is a proportion of teachers that, in the three indicators, are in the category of Poor and Fair, that is, they consider that they do not have a mastery of their intercultural competence in the dimension of Attitudes and Beliefs.…”

“…Therefore, formative scenarios could be offered that minimize that gap and can be adapted to global perspectives to encourage culturally appropriate behaviors. In this sense, teachers, from their training role, can promote intercultural communication and foster positive attitudes and understanding of other people to lead to tolerance, overcoming stereotypes and reducing prejudice and self-centeredness (Kourova & Modianos, 2013;Wang et al, 2020).…”

“…This new dialogical approach brought about by the advance in digital competence questions the typology of coherent technological resources (Cacheiro, 2011(Cacheiro, , 2016, in order to respond to the multifaceted and changing modalities of use and impact on the development of intercultural competence. Studies on the use of ICTs to promote language and cultural learning and increase intercultural competence show that intercultural competence improved with the use of these technological mediations, especially through the interaction presented for video creation and exchange and classroom discussion (Chiper, 2013;Wang et al, 2020;Yeh, 2018).…”