Pub Date : 2022-11-20DOI: 10.1080/15313220.2022.2147121
I. Ezeuduji, A. Nzama, G. Nkosi, Thembekile P. Kheswa, A. L. Shokane
ABSTRACT This study explored whether the teaching environment of six universities across Finland, United Kingdom, and South Africa are currently producing the competencies required by the industry. It also assessed the effects of university-industry collaboration activities on students’ work readiness and employability. The research adopted mixed method approach to data collection. Structured questionnaire survey was used to collect quantitative data from students, and semi-structured interviews were used to collect qualitative data from lecturers and industry representatives. Findings from the University of Zululand (UNIZULU) were compared with findings from the other universities in South Africa. UNIZULU students had the highest ratings compared to the students from the other universities across the dimensions of career preparation, desirable graduate competencies and work readiness. In contrast, UNIZULU students had the lowest ratings in terms of industry engagement and student engagement, for which this study provided management implications.
{"title":"Stakeholder perceptions of university-industry collaboration on tourism and business students’ employability in two continents","authors":"I. Ezeuduji, A. Nzama, G. Nkosi, Thembekile P. Kheswa, A. L. Shokane","doi":"10.1080/15313220.2022.2147121","DOIUrl":"https://doi.org/10.1080/15313220.2022.2147121","url":null,"abstract":"ABSTRACT This study explored whether the teaching environment of six universities across Finland, United Kingdom, and South Africa are currently producing the competencies required by the industry. It also assessed the effects of university-industry collaboration activities on students’ work readiness and employability. The research adopted mixed method approach to data collection. Structured questionnaire survey was used to collect quantitative data from students, and semi-structured interviews were used to collect qualitative data from lecturers and industry representatives. Findings from the University of Zululand (UNIZULU) were compared with findings from the other universities in South Africa. UNIZULU students had the highest ratings compared to the students from the other universities across the dimensions of career preparation, desirable graduate competencies and work readiness. In contrast, UNIZULU students had the lowest ratings in terms of industry engagement and student engagement, for which this study provided management implications.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45685075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-13DOI: 10.1080/15313220.2022.2123078
Sharma Manoj Kumar, B. S. Ramaprasad, N. Rao, M. Jamwal
ABSTRACT Relative to the research interest in the role of hospitality & tourism (H&T) entrepreneurship education (EE) in students’ entrepreneurial intentions (EI), less focus has been on the underlying mechanisms that explain the relationship between the two. Accordingly, based on the data collected from a sample of 113 H&T students in two waves of this research (15 months apart), this study examined the cross-lagged relations between students’ perceptions of the effectiveness of EE, their entrepreneurial self-efficacy (ESE), and their EI. In particular, we tested if ESE mediated the link between EE and EI. Cross-lagged analyses pointed to significant directional effects from students’ perceptions of the effectiveness of EE to ESE and EI, ESE to EI, but not vice versa. Also, results supported that the link between students’ perceptions of the effectiveness of EE to EI was mediated by ESE. Based on the results from this study, we draw several implications for the theory, practice, and research of entrepreneurship education.
{"title":"Hospitality and tourism students’ perceptions of effectiveness of entrepreneurship education and its effect on entrepreneurial intentions: a cross-lagged two-wave mediation study involving entrepreneurial self-efficacy","authors":"Sharma Manoj Kumar, B. S. Ramaprasad, N. Rao, M. Jamwal","doi":"10.1080/15313220.2022.2123078","DOIUrl":"https://doi.org/10.1080/15313220.2022.2123078","url":null,"abstract":"ABSTRACT Relative to the research interest in the role of hospitality & tourism (H&T) entrepreneurship education (EE) in students’ entrepreneurial intentions (EI), less focus has been on the underlying mechanisms that explain the relationship between the two. Accordingly, based on the data collected from a sample of 113 H&T students in two waves of this research (15 months apart), this study examined the cross-lagged relations between students’ perceptions of the effectiveness of EE, their entrepreneurial self-efficacy (ESE), and their EI. In particular, we tested if ESE mediated the link between EE and EI. Cross-lagged analyses pointed to significant directional effects from students’ perceptions of the effectiveness of EE to ESE and EI, ESE to EI, but not vice versa. Also, results supported that the link between students’ perceptions of the effectiveness of EE to EI was mediated by ESE. Based on the results from this study, we draw several implications for the theory, practice, and research of entrepreneurship education.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41884958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-10DOI: 10.1080/15313220.2022.2132343
Sibusiso D. Ntshangase, I. Ezeuduji
ABSTRACT This paper explores the impact of entrepreneurship education on tourism students’ entrepreneurial intention, and insights of the desirability and feasibility of starting a tourism-related business upon graduation. A structured questionnaire survey was used to collect data from 154 randomly selected tourism students in a comprehensive University in South Africa. Data analyses included descriptive, bivariate, and multivariate analyses to address research objectives. The results indicate that entrepreneurship education influences tourism students’ entrepreneurial intentions, including students’ perceptions of the desirability and feasibility of starting tourism-related businesses. The findings further suggest that some respondent profile variables have influences on how tourism students perceive entrepreneurship education and entrepreneurial behaviour. The study recommends that the university that is studied implement a variety of reform programmes aimed at increasing employability or self-employment among university tourism graduates. Among them is the addition of a new entrepreneurship track to the undergraduate curriculum. Students, as from their first year of study should be invited to apply for the entrepreneurship education track, which includes business training as well as individualised coaching sessions with industry mentors. This will aid in the formation of professional networks, increased entrepreneurship process knowledge base, and self-efficacy among tourism students who want to become tourism entrepreneurs.
{"title":"The impact of entrepreneurship education on tourism students’ entrepreneurial intention in South Africa","authors":"Sibusiso D. Ntshangase, I. Ezeuduji","doi":"10.1080/15313220.2022.2132343","DOIUrl":"https://doi.org/10.1080/15313220.2022.2132343","url":null,"abstract":"ABSTRACT This paper explores the impact of entrepreneurship education on tourism students’ entrepreneurial intention, and insights of the desirability and feasibility of starting a tourism-related business upon graduation. A structured questionnaire survey was used to collect data from 154 randomly selected tourism students in a comprehensive University in South Africa. Data analyses included descriptive, bivariate, and multivariate analyses to address research objectives. The results indicate that entrepreneurship education influences tourism students’ entrepreneurial intentions, including students’ perceptions of the desirability and feasibility of starting tourism-related businesses. The findings further suggest that some respondent profile variables have influences on how tourism students perceive entrepreneurship education and entrepreneurial behaviour. The study recommends that the university that is studied implement a variety of reform programmes aimed at increasing employability or self-employment among university tourism graduates. Among them is the addition of a new entrepreneurship track to the undergraduate curriculum. Students, as from their first year of study should be invited to apply for the entrepreneurship education track, which includes business training as well as individualised coaching sessions with industry mentors. This will aid in the formation of professional networks, increased entrepreneurship process knowledge base, and self-efficacy among tourism students who want to become tourism entrepreneurs.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44356377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This paper seeks to explore the role of the experiential learning method in teaching tourism landscape. A model has been developed to teach tourism landscape through analysis on the basis of Kolb’s experiential learning theory. The sample group consists of sixty-five high school students aged 14–18 years. The proposed model was designed in three parts using a mixed research design; fieldwork, qualitative analysis, and thematic mapping as the components of experiential learning. The results show that the experiential learning method is effective in teaching tourism landscape. Students understood the concept of the landscape. It has been proven that the teaching model developed to interpret the landscape and its three-dimensional components on maps are suitable. This study is important as it suggests a new approach that can be used in tourism education.
{"title":"Becoming a part of the destination: a model for teaching tourism landscape","authors":"Öznur Akgiş İ̇lhan, Tuğçe Özoğul Balyalı, Semra Günay Aktaş, Mieke Witsel","doi":"10.1080/15313220.2022.2123079","DOIUrl":"https://doi.org/10.1080/15313220.2022.2123079","url":null,"abstract":"ABSTRACT This paper seeks to explore the role of the experiential learning method in teaching tourism landscape. A model has been developed to teach tourism landscape through analysis on the basis of Kolb’s experiential learning theory. The sample group consists of sixty-five high school students aged 14–18 years. The proposed model was designed in three parts using a mixed research design; fieldwork, qualitative analysis, and thematic mapping as the components of experiential learning. The results show that the experiential learning method is effective in teaching tourism landscape. Students understood the concept of the landscape. It has been proven that the teaching model developed to interpret the landscape and its three-dimensional components on maps are suitable. This study is important as it suggests a new approach that can be used in tourism education.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46965595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.1080/15313220.2022.2128983
Z. Kankhuni, C. Ngwira, M. B. Sepula, F. Kapute
ABSTRACT While higher education service quality (HESQ) has emerged as a key determinant of sustainable competitive advantage for universities, its impact on important student outcomes such as student satisfaction, attachment, engagement, and loyalty, remains under-researched. Based on the extant literature, the current study seeks to assess the impact of HESQ on student satisfaction, attachment, engagement, and loyalty. Using a sample of 293 tourism and hospitality students at a Malawian public university, the study employed partial least squares (PLS) structural equation modelling to examine the relationships. Results showed that HESQ positively influences student satisfaction, engagement, and attachment. In turn, school attachment had a positive influence on engagement and satisfaction. In addition, student satisfaction positively influenced student loyalty. The results failed to support the significant impact of engagement on satisfaction and student loyalty, nor of attachment on student loyalty.
{"title":"Modelling the relationship between higher education service quality, student engagement, attachment, satisfaction, and loyalty: a case of a Malawian public university","authors":"Z. Kankhuni, C. Ngwira, M. B. Sepula, F. Kapute","doi":"10.1080/15313220.2022.2128983","DOIUrl":"https://doi.org/10.1080/15313220.2022.2128983","url":null,"abstract":"ABSTRACT While higher education service quality (HESQ) has emerged as a key determinant of sustainable competitive advantage for universities, its impact on important student outcomes such as student satisfaction, attachment, engagement, and loyalty, remains under-researched. Based on the extant literature, the current study seeks to assess the impact of HESQ on student satisfaction, attachment, engagement, and loyalty. Using a sample of 293 tourism and hospitality students at a Malawian public university, the study employed partial least squares (PLS) structural equation modelling to examine the relationships. Results showed that HESQ positively influences student satisfaction, engagement, and attachment. In turn, school attachment had a positive influence on engagement and satisfaction. In addition, student satisfaction positively influenced student loyalty. The results failed to support the significant impact of engagement on satisfaction and student loyalty, nor of attachment on student loyalty.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47586514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/15313220.2022.2096181
Effie Steriopoulos, Edmund Goh, Tracy Harkison
ABSTRACT This paper presents practical teaching tips on how to design authentic assessments in THE education. As higher education providers are placing more emphasis on preparing students to be job ready, resulting in pivoting courses to deliver new approaches due to the pandemic. Considering new frameworks that assist in student learning and positive student experience are now essential. New ways of delivery that involve virtual platforms, students as co-creators, and industry are key pedagogical shifts in the reengineering of assessments. Therefore, ensuring assessments continue to reflect real-world practices while considering how students rebuild trust for industry recovery are current critical key considerations.
{"title":"Practical teaching tips on designing authentic assessments in Tourism, Hospitality and Events (THE) higher education","authors":"Effie Steriopoulos, Edmund Goh, Tracy Harkison","doi":"10.1080/15313220.2022.2096181","DOIUrl":"https://doi.org/10.1080/15313220.2022.2096181","url":null,"abstract":"ABSTRACT This paper presents practical teaching tips on how to design authentic assessments in THE education. As higher education providers are placing more emphasis on preparing students to be job ready, resulting in pivoting courses to deliver new approaches due to the pandemic. Considering new frameworks that assist in student learning and positive student experience are now essential. New ways of delivery that involve virtual platforms, students as co-creators, and industry are key pedagogical shifts in the reengineering of assessments. Therefore, ensuring assessments continue to reflect real-world practices while considering how students rebuild trust for industry recovery are current critical key considerations.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46564598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.1080/15313220.2022.2128984
Kok Ann Ng, A. Trupp, C. Phongpanichanan
ABSTRACT In the context of COVID-19 and a transforming industry, it is important to evaluate future hospitality graduates’ commitment and motivation towards work and employment. This research thus asks, how do future hospitality graduates make career decisions during the COVID-19 pandemic? The theoretical framework draws on Positive Psychological Capital (PsyCap) and Social Cognitive Career Theory (SCCT), whilst the empirical data derives from semi-structured interviews and informal conversations with hospitality graduates in Malaysia. Findings concerning the career decision-making process highlight the role of family on career intention, as well as the surprisingly positive career outlook during COVID-19, and show that work exposure reinforces and influences intention to stay in the industry.
{"title":"Hospitality graduates’ career intentions during COVID-19: evidence from Malaysia","authors":"Kok Ann Ng, A. Trupp, C. Phongpanichanan","doi":"10.1080/15313220.2022.2128984","DOIUrl":"https://doi.org/10.1080/15313220.2022.2128984","url":null,"abstract":"ABSTRACT In the context of COVID-19 and a transforming industry, it is important to evaluate future hospitality graduates’ commitment and motivation towards work and employment. This research thus asks, how do future hospitality graduates make career decisions during the COVID-19 pandemic? The theoretical framework draws on Positive Psychological Capital (PsyCap) and Social Cognitive Career Theory (SCCT), whilst the empirical data derives from semi-structured interviews and informal conversations with hospitality graduates in Malaysia. Findings concerning the career decision-making process highlight the role of family on career intention, as well as the surprisingly positive career outlook during COVID-19, and show that work exposure reinforces and influences intention to stay in the industry.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46197977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.1080/15313220.2022.2123080
Annamarie D. Sisson, K. Roberts
ABSTRACT To move from the gap between industry and academia, educators must review and change instructional content to meet industry demands. By addressing the industry imperative for leadership skills, this exploratory study evaluates the most prominent leadership style among faculty who implement leadership pedagogy in the classroom. The researchers surveyed hospitality management faculty through an online survey. The majority of respondents identified as transformational leaders, indicating leadership integration as highly important. The two most frequently integrated instruction methods were student-led discussions and delegation of group tasks. No significant relationship existed between methods of leadership integration and leadership style. Findings from this research contribute how educational leaders influence leadership skills and competency integration in classroom instruction. Recommendations included conducting further studies of hospitality management educators’ leadership styles, enhanced statistical tests to build significant results to methods of transformation leadership in classroom instruction, and effective leadership training for hospitality management educators and administrators.
{"title":"Leadership skills with classroom instruction integration in hospitality management higher education","authors":"Annamarie D. Sisson, K. Roberts","doi":"10.1080/15313220.2022.2123080","DOIUrl":"https://doi.org/10.1080/15313220.2022.2123080","url":null,"abstract":"ABSTRACT To move from the gap between industry and academia, educators must review and change instructional content to meet industry demands. By addressing the industry imperative for leadership skills, this exploratory study evaluates the most prominent leadership style among faculty who implement leadership pedagogy in the classroom. The researchers surveyed hospitality management faculty through an online survey. The majority of respondents identified as transformational leaders, indicating leadership integration as highly important. The two most frequently integrated instruction methods were student-led discussions and delegation of group tasks. No significant relationship existed between methods of leadership integration and leadership style. Findings from this research contribute how educational leaders influence leadership skills and competency integration in classroom instruction. Recommendations included conducting further studies of hospitality management educators’ leadership styles, enhanced statistical tests to build significant results to methods of transformation leadership in classroom instruction, and effective leadership training for hospitality management educators and administrators.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47903917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-21DOI: 10.1080/15313220.2022.2109552
Yunying Zhong, K. Murphy, Jalayer Khalilzadeh, Riana Madison Smith, J. Weinland
ABSTRACT Despite the European Union’s current interest in promoting global skill development for hospitality and tourism professionals, international internships for European students remains an under-investigated topic. This study applied the concept of “value” from marketing literature to understand hospitality and tourism students’ satisfaction and loyalty intention of international internship programs at two European universities. Value was conceptualized as a trade-off between what students “give” and “get” from their programs. Perceived value was proposed to positively affect students’ satisfaction and loyalty intention. The proposed model was estimated using Partial Least Square (PLS) path modeling. The findings suggested that European students’ value perception was crucial in forming satisfaction and loyalty intentions. Although students’ value perception was significantly affected by both their “get” and “give” assessments, benefits exerted more weight on overall value evaluation than sacrifices. The study results provided meaningful practical and theoretical implications for hospitality internship research.
{"title":"A European student perspective of international internship value","authors":"Yunying Zhong, K. Murphy, Jalayer Khalilzadeh, Riana Madison Smith, J. Weinland","doi":"10.1080/15313220.2022.2109552","DOIUrl":"https://doi.org/10.1080/15313220.2022.2109552","url":null,"abstract":"ABSTRACT Despite the European Union’s current interest in promoting global skill development for hospitality and tourism professionals, international internships for European students remains an under-investigated topic. This study applied the concept of “value” from marketing literature to understand hospitality and tourism students’ satisfaction and loyalty intention of international internship programs at two European universities. Value was conceptualized as a trade-off between what students “give” and “get” from their programs. Perceived value was proposed to positively affect students’ satisfaction and loyalty intention. The proposed model was estimated using Partial Least Square (PLS) path modeling. The findings suggested that European students’ value perception was crucial in forming satisfaction and loyalty intentions. Although students’ value perception was significantly affected by both their “get” and “give” assessments, benefits exerted more weight on overall value evaluation than sacrifices. The study results provided meaningful practical and theoretical implications for hospitality internship research.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45325196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1080/15313220.2022.2109553
Shinyong Jung, Hhye Won Shin, Ali Gohary, Eugene Y. Chan
ABSTRACT This paper examines non-traditional students’ perceived benefits and challenges toward online collaborative learning (OCL) in general and how those perceptions are presented differently in two different course delivery modalities (asynchronous and synchronous). A content analysis of student surveys demonstrates some positive and negative aspects of OCL employed in two event management courses. This study further compares the similarities and differences between the two courses that adopted the two distinct delivery methods. Implications are expected to specifically resonate with non-traditional/working students who have other demands upon their time such as working full or part-time and/or parenting.
{"title":"Benefits and challenges of online collaborative learning from the perspectives of non-traditional event management students: a comparison between asynchronous and synchronous learning","authors":"Shinyong Jung, Hhye Won Shin, Ali Gohary, Eugene Y. Chan","doi":"10.1080/15313220.2022.2109553","DOIUrl":"https://doi.org/10.1080/15313220.2022.2109553","url":null,"abstract":"ABSTRACT This paper examines non-traditional students’ perceived benefits and challenges toward online collaborative learning (OCL) in general and how those perceptions are presented differently in two different course delivery modalities (asynchronous and synchronous). A content analysis of student surveys demonstrates some positive and negative aspects of OCL employed in two event management courses. This study further compares the similarities and differences between the two courses that adopted the two distinct delivery methods. Implications are expected to specifically resonate with non-traditional/working students who have other demands upon their time such as working full or part-time and/or parenting.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44669588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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