Handbook of Teaching and Learning in Tourism
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Handbook of Teaching and Learning in Tourism

Edited by Pierre Benckendorff and Anita Zehrer

This comprehensive Handbook provides an international perspective on contemporary issues and future directions in teaching and learning in tourism. Key topics include assurance of learning, development of skills, learning in the field, work integrated learning, sustainability and critical studies, internationalisation, technology enabled learning, links between teaching and research, and graduate student supervision. Within these topics attention is devoted to the discussion of curriculum, pedagogy, assessment, students, educators and trends and issues. The Handbook provides a valuable resource for understanding teaching and learning theory and practice in tourism.
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Chapter 12: ePortfolio task design: a high-impact tool for higher education teaching in tourism

Claudia Mössenlechner

Abstract

Technological advances enable both educational institutions and students to receive, directly access and work with materials and information from prospective employers and, in fact, interact with the tourism industry itself. ePortfolios in higher education have become an omnipresent theme over the last decade, with many universities investing both human and monetary resources. The following chapter is conceptual in its nature and looks at the possibilities that can make use of the connecting elements in ePortfolio work for educational purposes in tourism higher education. The chapter identifies the main concepts and practice of ePortfolios in higher education and delineates the implications of multiple audiences in portfolio work. The ePortfolio Teaching Space is described as an interface of four main spaces in which educators in higher education operate when designing frameworks and tasks. In the literature it became evident that a focus in research regarding pedagogical aspects is necessary, that is, there is a need to take a closer look at the work of the educator when looking at ePortfolios as a context for learning in higher education. Here, an extended framework for task design in ePortfolio work is developed. A focus is put on the dimensions that are relevant for determining the indirect teaching process through task design. The chapter closes with a brief outline of assessment strategies in ePortfolio work and a discussion on ePortfolio adoption issues and challenges.

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