How to build an online class

Davis, Nicole; Gough, Mimi; Taylor, Lorraine L.

doi:10.1080/15313220.2020.1711547

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…According to Salmon (2011), online learning is one of the ways in which technology can be used as a learning medium. Implementing and facilitat-ing effective online learning requires active participation by the teacher or instructor (Davis et al, 2020;Elliott & Smith, 2005;Li & Guo, 2015;Vonderwell, 2004;West & West, 2009). Learning is an ongoing pro-cess, so the coronavirus pandemic is not an excuse to continue teaching.…”

Section: The Concept Of Online Learningmentioning

confidence: 99%

Is online learning effective for practice-based tourism courses? A constructive learning approach

Junaid,

Sigala

2024

Tour. hosp. manag.

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Purpose – The aim of this paper is to 1) measure the effectiveness of online learning in practise-based tourism courses, 2) identify the factors that influence the effectiveness of online learning and 3) propose strategies to encourage tourism students to adopt constructive learning in online learning environments. Methodology/Design/Approach – A qualitative methodology was used to analyse data from students participating in an online course entitled “Field Study in Tourism”. Students were surveyed after completing the teaching semester and asked to give their opinions and comments on the effectiveness of online learning. A total of 32 students gave their opinions on the effectiveness of online learning. The authors used applications for online communication during online learning, such as Google Classroom, Zoom and WhatsApp. Findings – The results show that students have very different assessments of the effectiveness of online learning, with most students stating that online learning is less effective for practiseorientated tourism courses. For most students, learning is very efficient when it is applied directly in practise after learning the theory. They should be able to analyse what is happening in the field through direct observation. The students mentioned various factors (e.g. internet access, economic aspects, family support and the environment) that influence the success of online learning. Originality of the research – The findings are in line with constructivist theory, which assumes that a combination of factors relating to learners, environmental factors and teachers are responsible for achieving the goals of constructivist learning. The paper extends our knowledge of constructivist (online) learning by discussing both TLE (teacher, learner, environment) and institution-based models that need to be developed in order to effectively apply and utilise the educational benefits of constructivist learning theory and make online learning appropriate for practise-based tourism courses.

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Section: The Concept Of Online Learningmentioning

confidence: 99%

Is online learning effective for practice-based tourism courses? A constructive learning approach

Junaid,

Sigala

2024

Tour. hosp. manag.

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“…Even though the lecturer provided the opportunity to ask questions through the WA Group, some students feel reluctant to ask questions directly. Lack of information to operate the systems used for online learning (Davis et al, 2020), makes students feel uncomfortable and feel alone (Handel et al, 2020;Wong, 2020). In addition, there are quite a lot of students who do not have their own hardware facilities such as laptops, while the system will be difficult to be opearated by using a mobile phone device.…”

Section: Student S' Attitudes On Online Learningmentioning

confidence: 99%

“…However, there are still challenges related to online learning readiness. One of them is the absence of a standard method in designing online learning (Davis, Gough, and Taylor 2020). Research on students in Germany shows that students have good readiness in terms of the availability of physical devices (such as equipment availability, online learning experiences, and skills to operate online learning applications), but students show unpreparedness related to feelings (such as anxiety, tension, multiple tasks, feel alone) (Händel et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Kreadiness of Tourism Students in Indonesia on Online Learning Activities

Pramanik

Maudiarti²,

Aditya

2021

akademika

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Online learning is carried out in all higher education after the COVID-19 pandemic. The online learning causes forced online learning preparation. The research aimed to measure student attitudes about online learning, student readiness to learn online, and the influence of student attitudes about online learning on student readiness to learn online. The research method was descriptive quantitative and the sample was chosen by simple random sampling. The data were obtained from 311 students of the hospitality management diploma 4 of academic year 2017 to 2020 at one of the tourism school in Indonesia who had to carry out online learning. The collected data were tested using validity and reliability test, descriptive test (frequency and mean), correlation, simple linear regression test and t-test. The result of the mean test showed that students do not like online learning even though they have a perception of readiness to learn online. This result contradicted the results of the simple linear regression test and t-test which concluded that students 'attitudes of online learning positively and significantly affected students' readiness to learn online. The study implication that it is necessary to create efforts to change the attitude of being less accepting of online learning activities into an attitude of accepting online learning for students.

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