Edited by Pierre Benckendorff and Anita Zehrer
Chapter 10: Pedagogy for online tourism classes
Online teaching is becoming more important as digital technologies are expanding rapidly. The online teaching and educational environment has expanded into the realm of tourism. Online teaching should not be considered differently from traditional teaching – with the obvious exception of the technology needed. Teaching online should not be overly foreign or intimidating. The process of lesson planning and assessment is the same as in a face-to-face classroom. The most important thing to remember is that the learning outcomes, the activities to facilitate learning outcomes and the assessment of learning outcomes are equivalent to a traditional setting. The development of curriculum comes first and then the appropriate technology to deliver the curriculum is selected – never the other way around. This will ensure the constructive alignment of learning outcomes, activities and assessments. Equally important to planning is the understanding of the technology used to deliver the course materials. Digital literacy can be a challenge to both learners and instructors. This chapter recognizes that there must be inherent theoretical pluralism when addressing online learning. The theoretical underpinnings of this chapter draw from the constructivist learning model as applied to online learning as well as transformative, experiential and authentic e-learning. This chapter will first examine why online teaching in tourism is important and some theoretical foundations to support this assertion. Next, applications to curriculum and appropriate technologies – using the Teaching Education Futures Initiative five value sets framework – will be explained. Finally, some of the interesting future developments in online tourism teaching will be discussed.
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