The role of online tourism education and its impact on student wellbeing during a ‘COVID-pause’

Abstract

The COVID-19 pandemic created an extremely challenging landscape for the tourism and hospitality industry, particularly in terms of the wellbeing of those employed in the sector. In mid-2020, in response to the pandemic, the University of Tasmania, in conjunction with the Tourism Industry Council of Tasmania, designed a fee-free Graduate Certificate of Tourism, Environmental and Cultural Heritage for Tasmanian residents employed in the tourism sector who were impacted by COVID-19. The course was designed to upskill participants, but as the course progressed, anecdotal evidence emerged about the wellbeing side-benefits of this online educational offering.As a result, an empirical study was conducted as it was not clear from previous research whether online education could contribute towards psychological wellbeing during a pandemic. A web-based survey and focus groups were designed to collect data. The findings revealed the extent that online delivery in tourism higher education can contribute towards wellbeing during a prolonged crisis event. It revealed that the free education attracted students who would not normally attend university. As a result, they felt a great sense of achievement and, ultimately, wellbeing during and following the completion of the course. The findings also revealed that the hybrid online model employed for this teaching model generated a sense of community and wellbeing.

Engaging students through messaging applications in foreign language learning

“…In comparison to traditional teaching and learning methods, modern methods that incorporate the use of technology, social media, and the internet are more attractive to students and have improved student performance (Sirbu et al, 2014). Hardy et al (2023) also observed that well-constructed online learning can contribute to the learners' wellbeing and foster a sense of connection in a learner community. eStudentMentors are senior learners who volunteer to guide level 1 (LG5001) and level 2 (LG5002) German learners, who learn German at a Common European Framework of Reference for Languages (CEFR) A1 Level, through a dedicated chat group in their learning journey (Common European Framework of Reference for Languages, 2023).…”