Educational tourism and experiential learning: students’ perceptions of field trips

Abstract

Purpose This paper aims to investigate participants’ motivations and perceptions of a field trip. Specifically, this paper examines if and how students’ perceptions change with time and it explores the main factors for ensuring success in an experiential learning tourism program. Design/methodology/approach The study gathered and compared data collected in two points in time – immediately at the end of the experience and two months afterward. T-tests for paired samples were used to examine potential differences in perceptions and principal component analysis was used to identify the key factors determining the success of the experience. Findings The findings indicate that there are various motivations behind participation and that time barely affects perceptions of the experience. Furthermore, three factors emerged as important for meeting expectations, namely, social and professional connections, learning and traditional yet engaging teaching. Research limitations/implications While the outcomes are useful, they need to be thoughtfully applied because of the small data set. It is important to repeat similar investigations to allow more certainty in the propositions formulated. Furthermore, future studies should evaluate a broader variety of outcomes to determine whether perceptions remain constant. The implications are that educators and destination managers can easily apply these conclusions for the benefit and the findings can inform other field trips and broader experiential initiatives. Originality/value Despite research on learning outcomes and perceptions of experiential learning having expanded considerably, a fundamental question that remains unanswered is how perceptions of such experiences change and, consequently, when the most appropriate time is to assess participant perceptions.

Communal Attitudes on English Educational Tourism in Eastern Indonesia

“…The results of the analysis highlight four key findings: 1) the call for an active communal engagement, participation, and collaboration in developing the village for EET, 2) the need for an effective digital marketing strategy, 3) EET management should be communal instead of commercial entities, and 4) the need for public and entertaining facilities. EET is perceived as a socio-educational entity that requires social inclusion (Chandralal, 2010), social and professional networking (Arcodia et al, 2020), cultural sensitivity (Lo et al, 2014;Syarifuddin, S., Abduh, A., & Talib, A., 2017), and in-person learning (Anas et al, 2020). Grounded in social inclusion theory (Gidley et al, 2010), the role of community participation in developing environmentally-based education is essential.…”

“…Job prospects, housing prices, the city's identity, the aesthetics and infrastructure of the town, and the citizens' enhanced satisfaction in their community. It is then echoed by Arcodia et al (2020) that creating a better education tourism needs to build social and professional networks and innovative educational methods. In Indonesia, Ekasani et al (2020) found that Kampung Inggris has created an ecology of English immersion education, where English teachers, learners, English courses, expatriates, travel bureaus, hotels, local small businesses, and culinary are bound educationally, socially, and economically.…”

Tourism Experiential Learning through Academic Fieldtrips in Higher Education

“…Researchers like Arcodia et al (2014) have developed a relevant trajectory on experiential learning using academic trips. Th rough these investigations, the contribution of the studies to motivations and perceptions of experience has been proven, as well as the identifi cation of three important factors for meeting expectations: social and professional connections, learning, and traditional yet engaging teaching (Arcodia et al, 2020). However, these authors recognize the need to develop more studies that expose practical fi ndings within the contexts of tourism, hospitality, and event management (Arcodia & Dickson, 2009, 2013.…”

An Ontology-Based Chatbot to Enhance Experiential Learning in a Cultural Heritage Scenario

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