ABSTRACT
Hospitality programs have relatively heavier hands-on components, and many subjects (if not all) are conventionally taught face-to-face. However, the recent COVID-19 pandemic has forced teaching and learning activities onto online platforms, in theoretical and practical components. Considering that hospitality students are used to the uniformed and face-to-face interaction dominant environment, how are they coping with their online classes? The current study explores hospitality students' online learning experience, taking into consideration their personality differences, learning skill levels, and perceived difficulty of learning tasks. A questionnaire was designed and distributed among hospitality students in Macao and Mainland China. Data were collected online from mid-May to early August 2020 using the platform Sojump. Over 700 students from all over the country responded to the survey, and 643 valid responses were included in the data analysis by using multiple regression models. Results suggest that the perceived level of challenge poses a good level of influence over students' learning experience, and personality differences add complications. Theoretical development and managerial implications are discussed, and suggestions regarding online teaching for hospitality students are provided.
ABSTRACT
The study model structure so as to takes into explanation a changes to the hospitality as well as tourism trade due to COVID-19, consequent changes to trade learning mechanisms, along with the prospective implications in favour of work-integrated training internship placements on behalf of the upcoming generation of students, former students as well as trade experts, is offered. The configuration for future studies so as to evaluate COVID19 hospitality in addition to tourism business internship would-be approaches is projected in favour of conversation. The paper is an educational discussion which outlines showing analysis of virtual training, also online training, and internships during COVID19 in hospitality and tourism. [ FROM AUTHOR] Copyright of Journal of Pharmaceutical Negative Results is the property of ResearchTrentz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
The study model structure so as to takes into explanation a changes to the hospitality as well as tourism trade due to COVID-19, consequent changes to trade learning mechanisms, along with the prospective implications in favour of work-integrated training internship placements on behalf of the upcoming generation of students, former students as well as trade experts, is offered. The configuration for future studies so as to evaluate COVID19 hospitality in addition to tourism business internship would-be approaches is projected in favour of conversation. The paper is an educational discussion which outlines showing analysis of virtual training, also online training, and internships during COVID19 in hospitality and tourism. Copyright © 2023 Authors. All rights reserved.
ABSTRACT
COVID-19 has accelerated the adoption of online teaching and learning modes. It has also abruptly changed the traditional teaching and learning methods that originally relied on physical attendance, including student internships. In-house training programs were launched by the university to offer students an alternative to their regular internships. The study is designed to investigate how university students in tourism and hospitality education perceive the usefulness of their in-house training in absence of industry placements. An exploratory methodological approach was adopted by conducting 25 semi-structured in-depth interviews with student interns to understand their experiences during the in-house training. The empirical findings revealed that the in-house program, in its current state, is not to be considered a permanent alternative for tourism and hospitality undergraduate students. The article concludes by presenting implications for educators, policymakers, and education researchers derived from the academic and practical discussions based on the findings.
ABSTRACT
The combination of remote teaching, family care-taking responsibilities, quarantine, and furloughs and layoffs for faculty and students alike has arguably put hospitality and tourism educators in a uniquely challenging space. Therefore, the purpose of this study was to identify best practices for higher education administrators during times of crisis, using the case of the COVID-19 global pandemic. Qualitative analysis was performed on in-depth interviews of hospitality and tourism educators working in United States institutions. Analysis of the data resulted in four themes: Flexibility, Concern, Value, and Effective Communication. Practical implications point toward offering flexible work schedules whenever possible, demonstrating concern for employees through expressed interest in well-being and commensurate measures that promote it, and emphasizing they are valued, all through open and meaningful communication measures. The findings of the study also build on our understanding of organization support theory and perceived organizational and supervisory support during times of crisis. [ FROM AUTHOR]
ABSTRACT
Purpose - The purpose of this study is to analyze the impact of teachers performance expectancy, teachers effort expectancy, teachers perfoimance anxiety, teachers' engagement, perceived student engagement, teachers' digital competence, teachers' normalization ease and perceived organizational support as predictors of teachers satisfaction with online teaching-learning, especially during a pandemic in the context of hospitality, tourism and travel education. Design/methodology/approach - Conceptually, this study is grounded in the normalization process theory and examines teachers' satisfaction by applying the unified theory of acceptance and use of technology model. To test the proposed model, 374 complete survey forms were received for data analysis from teachers engaged with higher education institutes offering courses in the field of hospitality, travel and tourism. Minor modifications were made to the survey instrument based on inputs received after a pilot study. Findings - The model was tested using confirmatory factor analysis and structural equation modeling. Of the eight constructs predicting teachers satisfaction in the online teaching-learning environment, two constructs, that is, teachers effort expectancy and teachers' digital competence, were found to have an insignificant relationship. This finding hints at the emergence of a "new normal." Practical implications - This study contributes to the literature by presenting and validating a theory driven framework that accentuates the factors influencing online teaching during the outbreak of a pandemic. This study further extends the unified theory of acceptance and integrates it with the normalization process theory to test and validate the model in the unique context of hospitality education which is considered to be highly practice oriented. Originality/value - The COVID-19 pandemic compelled educational institutions to shift to online learning modes. This is unprecedented for students and teachers of hospitality, travel and tourism, especially in a developing country like India, and it has brought with it a new set of challenges and opportunities. With the extension of the pandemic-induced lockdown in educational institutions, teachers - and other stakeholders - must adapt to this new normal of reliance on remote education.
ABSTRACT
Online learning has attracted attention from academics and educators for several decades. Online learning plays a significant role in many educational institutions, including higher vocational hospitality colleges, especially during the COVID-19 outbreak. However, students' learning experience of online and face-to-face higher vocational hospitality courses is scarcely understood. To fill this research gap, a higher vocational college in China is selected as a case study to conduct a comparative study. Results show that students scored higher in face-to-face hospitality course learning experience than in online courses. Theoretical and practical implications are provided accordingly.
ABSTRACT
Hospitality programs have relatively heavier hands-on components, and many subjects (if not all) are conventionally taught face-to-face. However, the recent COVID-19 pandemic has forced teaching and learning activities onto online platforms, in theoretical and practical components. Considering that hospitality students are used to the uniformed and face-to-face interaction dominant environment, how are they coping with their online classes? The current study explores hospitality students' online learning experience, taking into consideration their personality differences, learning skill levels, and perceived difficulty of learning tasks. A questionnaire was designed and distributed among hospitality students in Macao and Mainland China. Data were collected online from mid-May to early August 2020 using the platform Sojump. Over 700 students from all over the country responded to the survey, and 643 valid responses were included in the data analysis by using multiple regression models. Results suggest that the perceived level of challenge poses a good level of influence over students' learning experience, and personality differences add complications. Theoretical development and managerial implications are discussed, and suggestions regarding online teaching for hospitality students are provided.
ABSTRACT
Augmented Reality and Virtual Reality are regarded as smart and digital technologies that made their impact in many industries and settings. On the other hand, the ongoing pandemic of COVID-19 raises a series of issues and challenges for the tourism education, one of the main being the shift from the conventional/face-to-face to digital/hybrid learning forms and tools. The adoption and usage of these digital technologies raise a series of challenges for all stakeholders involved. The research question and study's aim were the influencing factors that determine the acceptance of Augmented Reality and Virtual Reality applications in the tertiary tourism education within the context of current pandemic. To address this aim, the study was drawn on the theoretical basis of Technology Acceptance Model (TAM). It takes a students' perspective to suggest a research model that was empirically investigated within the Chinese context (tourism departments in Chinese universities). The sample population consisted of 604 Chinese students and data was collected during February 2021. The data were analyzed using PLS-SEM. Findings indicated that perceived usefulness, hedonic motivation and price value are important predicting factors for Chinese students' adoption and use of these applications. These findings contribute to the extension of the TAM theory and the effective implementation of digital technologies in university settings. The study is completed by summarizing theoretical and practical implications of findings.
ABSTRACT
This study aims to determine how the COVID-19 pandemic affects career anxiety of tourism students, who are the potential future employees of tourism and hospitality industry. Data was collected using an online survey with 1097 undergraduate students in the field of tourism in Turkey. The results of the study revealed that perceived risk of infection and fear of COVID-19 significantly impact students' career anxiety, and fear of COVID-19 mediate the relationship between perceived infection risk and career anxiety. In addition, the results indicated that psychological resilience, which is an individual resource against difficulties, represents a factor that reduces career anxieties of students in the face of pandemic-related negative impacts. The findings contribute to the understanding of how pandemic diseases affect career anxiety in students, who are the future workforce of the tourism sector, and to determine the role of individual resources such as psychological resilience in this process.
ABSTRACT
The general process of learning in educational institutions around the globe has changed since the advent of the COVID-19 virus. Educational sectors in all nations are forced to adapt and rearrange their compositions and systems as the virus spreads. The current study considers the characteristics and issues related to universities moving towards online and blended learning during this period of universal isolation. Through focus group interviews conducted in South Korea and Malaysia, the study provides recommendation for the improvement of online classes and blended learning. The use of student focus groups gives the research an alternative perspective with which to assess the satisfaction level, success, and quality of online learning programs during the COVID-19 pandemic. Results from the focus groups show that for the success of online learning to become a reality, blended education should be considered to bolster learning. Further, results show that communication between lecturers and students remains a fundamental factor for success, regardless of the class category incorporated. Consequently, the results of the study provide further insight into matters experienced by students during the pandemic, and how educators may heed the opinions of students when improving future related blended learning programs.