Enhancing and Complementing the Instruction of Tourism and Hospitality Courses Through the Use of On-line Educational Tools

Σιγάλα, Μαριάννα; Christou, Evangelos

doi:10.1080/10963758.2003.10696755

Cited by 31 publications

(8 citation statements)

References 35 publications

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“…Several researchers support the view that there has been a significant increase in use of the internet in the educational arena, backed by continued investments by educational institutions to enhance integration of technology components into courses as diverse as tourism and hospitality management; chemistry; nursing; and information sciences, and technology and communications (Meyer, 2007;Bailey et al, 2004;Getty and Getty, 2003;McDonnell, 2000;Sigala, 2003;Sigala and Christou, 2003;Paulisse and Polik, 1999; 256 ET 56,4 Christianson et al, 2002;Bailey and Stefaniak, 2002). According to Bailey et al (2004), the utilisation of internet-based technologies in education has been growing at a rapid rate.…”

Section: Introductionmentioning

confidence: 99%

The pains and gains of blended learning – social constructivist perspectives

Pillay

James

2014

Education + Training

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Purpose -Using the case of a cross-cultural setting, the purpose of this paper is to compare perceptions of students towards face-to-face learning and blended learning. A social constructivist perspective is used which implies that cultural data are in fact social constructs made on the basis of the participants' own cultural thought patterns and the concepts and categories to which they are socialised within learning organisations. This paper aims to discuss these issues. Design/methodology/approach -Perceptual evidence forms the primary qualitative and quantitative data for this study. The paper uses social constructivist approach with empirical data in developing the notion that cross-cultural management is a process whereby people, through social interactions, acquire participative competence for working in cross-cultural settings. Findings -Perceptual data emerging from this study point out that considering the learning objectives of a cross-cultural context are paramount when engaging in cross-cultural management curriculum and teaching design. Such social contexts, while complex and challenging, is often a perfect opportunity where cross-cultural competence can be developed. Originality/value -The value of the study lies in the original insights it offers into student experiences and the challenges to adopt a "one size fits all" strategy in a cross-cultural setting. 254ET 56,4 touted as an alternative to the first mode, is best described by Keegan (1995, p. 7) as distance education and training that results from the teacher and learner being technologically separated, thus freeing the student from the necessity of travelling to "a fixed place, at a fixed time, to meet a fixed person, in order to be trained". This mode, too, has drawn criticism, given its propensity for causing a sense of learner isolation and frustration, anxiety, and confusion (Brown, 1996;Hara and Kling, 2000;Piccoli et al., 2001), and also higher student attrition rates (Laine, 2003;Ryan, 2001). The third, a hybrid which combines elements of the earlier two, and credited with nullifying the lacunae within them, is BL (Meyer, 2007;Rubenstein, 2003;Smart and Cappel, 2006).With innovative technologies finding their way into the field of education and training (Arbaugh, 2008;Williams, 2008;Hwang and Francesco, 2010), many scholars maintain that online learning is a leading growth sector in higher education (Allen and Seaman, 2006;Foster and Carnevale, 2007;Kim and Bonk, 2006). Despite its popularity, the literature on innovative technologies such as BL provides little explanation of its efficacy within cross-cultural management settings. Three major contributions whose approaches to the understanding of cross-cultural management in its international aspects that have been influential in the field include: Adler (1991), Hofstede (1980) and Trompenaars (1993). All three have been pioneering in their own way and have been arguably the principal creative sources on the thinking of many other writers on cross-cultural management issues. To such ...

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Section: Introductionmentioning

confidence: 99%

The pains and gains of blended learning – social constructivist perspectives

Pillay

James

2014

Education + Training

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“…According to Petrillose and Montgomery (1998) the most popular of the experiential learning models in North America are the internships. However, research on internship programs has shown significant gaps in expectations between industry, students and hospitality educators (Downey & DeVeau, 1988;Christou & Kassianidis, 2002;Sigala & Christou, 2003;2007). Student internships ranked third in the top twenty-seven components of quality in a hospitality undergraduate program (Pavesic, 1996;Valachis et al, 2008;.…”

Section: Supervised Work Experience and Industrial Placement For Hospmentioning

confidence: 99%

Experiential learning through industrial placement in hospitality education: The meat in the sandwich

Christou

Chatzigeorgiou

2020

Preprint

Self Cite

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The element of training is taken into account seriously by universities providing tourism education degrees, hence the development of “sandwich” undergraduate courses that incorporate a period of industrial placement aiming at the blending of theory with practical experience through experiential learning. The survey presented here was conducted in Greece and is objective was to evaluate the outcome of the supervised work experience by examining the views of undergraduate tourism and hospitality management students who completed their industrial placement period. Data were obtained through personal interviews and were of both qualitative and quantitative nature. The tentative results of the research, as described in this exploratory study, indicate some areas for concern and allows for conclusions to be drawn in relation to further improving and enhancing experiential learning.

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“…by Marianna Sigala, Ph.D. However, although e-learning is widely being adopted for enhancing and complementing tourism and hospitality instruction (Sigala & Christou, 2003) and its advantages for tourism and hospitality education are extensively argued (Sigala, 2002;Cho Schmelzer & McMahon, 2002;Clements et al, 2001), little is known on how to design and implement effective e-learning platforms. On the other hand, it is generally agreed that the re-implementation of conventional models borrowed from classroom based or distance education that are focused on passive transmission would permit only marginal improvements.…”

Section: Investigating the Factors Determining E-learning Effectivenementioning

confidence: 99%

Enhancing and Complementing the Instruction of Tourism and Hospitality Courses Through the Use of On-line Educational Tools

Cited by 31 publications

References 35 publications

The pains and gains of blended learning – social constructivist perspectives

The pains and gains of blended learning – social constructivist perspectives

Experiential learning through industrial placement in hospitality education: The meat in the sandwich

Investigating the Factors Determining e-Learning Effectiveness in Tourism and Hospitality Education

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