The Potential for Active Online Learning in Taiwanese Tourism Degree Programs Based on Online Educational Experiences of Graduate Students

Lu, Carol Y.; Chen, Brendan T.

doi:10.1080/15313220.2011.597635

Cited by 15 publications

(8 citation statements)

References 23 publications

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“…The papers in this theme stressed the importance of infrastructure, clear instructional design and organisation on the part of the teacher. The importance of clear objectives and organisation on the part of the teacher was stressed (Lu and Chen, 2011). Smith (2014a) suggests that structure may help to focus work, including use of turn taking, articulation and divergent thinking.…”

Section: Resultsmentioning

confidence: 99%

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Student and teacher experiences of online synchronous learning

Mallon

Richards²,

Rixon³

2023

JARHE

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PurposeThe outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.Design/methodology/approachThe authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.FindingsThis study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.Research limitations/implicationsFew of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.Originality/valueThis study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.

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Section: Resultsmentioning

confidence: 99%

Section: Overview Of Evidencementioning

confidence: 99%

Student and teacher experiences of online synchronous learning

Mallon

Richards²,

Rixon³

2023

JARHE

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“…Beard et al (2007) presented a case study that uses a model developed from the experiential learning theory to design an e -learning experience. Virtual learning through 3D and other technologies has emerged as a sub-theme, where students’ attitudes toward virtual learning (Huang et al , 2010), learners’ perspectives and effectiveness of e -learning (Chen and Mo, 2013) and the experience and potential of active online learning at the graduate level (Lu and Chen, 2011) have been investigated. A relatively under-researched area pertaining to this sub-theme appears to be the more recent development and use of massive open online course (MOOC) in HT education.…”

Section: Discussionmentioning

confidence: 99%

Hospitality and tourism education research from 2005 to 2014

Hsu

Xiao

Chen

2017

IJCHM

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Purpose The purpose of this paper is to synthesize and evaluate research on hospitality and tourism education in the past ten years (2005-2014) and to suggest directions for future inquiries. Design/methodology/approach From 13 hospitality and tourism journals, 644 full-length articles were reviewed. A multi-stage process was used to code and analyze each article by two analysts independently to ensure objectivity and accuracy. Two more researchers were involved in discussion to resolve differences in coding. Findings The analysis resulted in five distinctive meta-themes, grounded within 30 sub-themes. Observations are made in terms of teaching and learning, student development, curricula and programs, education environment and faculty development. Areas requiring further scholarly attention under each theme were identified. Research limitations/implications This review provides an important reflection of the scholarly activities over the past decade on hospitality and tourism education, summarizes the current knowledge on various relevant concepts and offers avenues for future education research. Practical implications This review provides a one-stop information source for education and industry practitioners engaged in human capital, professional and executive development practices. Originality/value Operating under the dynamic industry and changing higher education environment, it is timely to conduct a comprehensive evaluation of recent education research to assess whether these activities address the challenges faced.

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“…Fenomenolojik araştırmalarda, araştırmacılar, bir bireye özgü davranışlardan ziyade, grup içi ve arasındaki ortak görüşleri incelemektedir (Lu ve Chen, 2011). Bu yüzden bireylerin bir fenomeni nasıl algıladıkları, tanımladıkları, hissettikleri, hatırladıkları, anlam çıkardıkları ve diğerleriyle nasıl paylaştıklarına ilişkin bütüncül bir kavrayış ve betimleme gerektirmektedir (Patton, 2002: 104).…”

Section: Yöntemunclassified

Taking the Student to the Center: The Mantle of Expert in Tourist Guide Education

Sezerel

Özoğul

2019

Dokuz Eylül Üniversitesi İşletme Fakültesi Dergisi

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Bu çalışmada, uzman mantosu yaklaşımının turist rehberliği eğitiminde uygulanabilirliği tartışılarak, öğrencilerin uzman mantosu yaklaşımı tabanlı derslere yönelik algıları incelenmektedir. Dorothy Heathcote tarafından 1970'li yıllarda ortaya konan uzman mantosu yaklaşımı, öğrencilerin yaratıcılıklarından yararlanarak, öğrencileri kurgusal alanda birer uzman rolüne büründüren bir drama yaklaşımıdır. Bu çalışmada ele alınan yaklaşımın temeli; öğrencilerin yaparak, yaşayarak ve araştırarak; bir konuyu, bir kurum oluşturma süreci içerisinde ele almalarıdır. Çalışmada, öğrencilerin drama yaşantılarına yönelik algılarını daha iyi anlayabilmek için nitel araştırma yöntemine başvurulmuştur. Araştırmanın çalışma grubunu, Anadolu Üniversitesi Turizm Fakültesi Turizm Rehberliği Programı'nda 2016-2017 bahar döneminde Drama derslerine katılan 14 öğrenci oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından açık uçlu sorulardan oluşan soru formu geliştirilmiştir. Drama oturumları öncesinde, sırasında ve sonrasında, oturumların sözlü ve yazılı geri bildirimleri toplanmış ve betimsel analizler yapılmıştır. Çalışmada, öğrencilerin mesleki hayatlarıyla bağdaştıracakları konuları uzman mantosu yaklaşımı ile ele almalarının etkili olduğu sonucuna varılmıştır.

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The Potential for Active Online Learning in Taiwanese Tourism Degree Programs Based on Online Educational Experiences of Graduate Students

Cited by 15 publications

References 23 publications

Student and teacher experiences of online synchronous learning

Student and teacher experiences of online synchronous learning

Hospitality and tourism education research from 2005 to 2014

Taking the Student to the Center: The Mantle of Expert in Tourist Guide Education

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