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thesis research tourism management
Management (MNG211)
Tanauan Institute, Inc.
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COLLEGE OF TOURISM MANAGEMENT
Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction
Online learning is a way to deliver learning remotely to those who choose not to attend from a physical location. At formal institutions like colleges and universities, online learning is delivered via a Learning Management System (LMS) that allows instructors to create and add content, assignments, and activities that students can access with an Internet connection on a computer or mobile device. This is not the only form of online learning, but it is the most utilized method to receive a formal education, and allow instructors and students to create a learning community for their classes.
Coronavirus disease 2019 (COVID-19) is firstly identified in Wuhan city, Hubei Province, China in December 2019 as a pneumonia of unknown origin Later, the international committee on taxonomy of viruses (ICTV) identifies the causative agent of COVID-19 as a novel coronavirus, severe acute respiratory syndrome coronavirus−2 (SARS–CoV−2) COVID-19 outbreak spreads rapidly not only in China, but also worldwide, therefore, the World Health Organization (WHO) has announced it as pandemic on March 12, 2020. The total number of
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confirmed cases and mortalities are 23,491,520 and 809,970, respectively, in 216 countries as of August 25, 2020 .Several governmental measures have been taken to counteract the risk of disease spreading. These measures include travel restrictions, mandatory quarantines for travelers, social
distancing, bans on public gatherings, schools and universities closure, business closures, self-isolation, asking people to work at home, curfews, and lockdown. Authorities in several countries worldwide have declared either lockdown or curfew as a measure to break the fast spread of virus infection .These measures have a negative worldwide effect on the business, education, health, and tourism
COVID-19 pandemic has affected all levels of the education system. Educational institutions around the world (in 192 countries) have either temporarily closed or implemented localized closures affecting about 1 billion of student population
worldwide. Many universities around the world either postponed or canceled all campus activities to minimize gatherings and hence decrease the transmission of virus. However, these measures lead to
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have discussed and analysed the impacts of the pandemic on the tourism industry. However, not much is known about the
impacts of the novel coronavirus on tourism education. When tourism is hit by major external factors such as overtourism, literature (either academic or news media) are essentially focusing on the industry, forgetting that tourism is also a field of study (Seraphin & Yallop, 2020 ). Discussing the impacts of COVID-19 on tourism education is a reminder of the fact that whatever happens in the industry impacts the education system, and vice versa. This tends to be forgotten (Seraphin & Yallop, 2020 ). For instance, the growing needs of more sustainability in the tourism industry has led to the development of new curriculum and new pedagogic approaches (Ali, Murphy & Nadkarni, 2017 ; Camargo & Gretzel, 2017 ; Hales & Jennings, 2017 ). Similarly, Halaby ( 1994 ), Kucel ( 2011 ), and Seraphin et al. ( 2021 ) explain that the range and level of training available in tourism and related subjects contribute either to under-education, over-education, or job-
match position of staff in the industry, and subsequently to staff income, and whether they decide to move or not to other sectors
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(Boella & Goss-Turner, 2020 ; Guironnet & Peypoch, 2007 ; Nickson, 2013 ). A recent study by De Gruyter ( 2020 ) reported the impacts of COVID-19 in academics concerning the lower research productivity of academics, and students’ recruitments. However, by the time this study was conducted, very limited information was available on the impact of COVID-19 on specific disciplines such as tourism and the related field of studies. Even in the pre-COVID- phase, tourism education was less acknowledged as several studies predominantly focused on tourism marketing, destination management, tourists’ behaviour etc. (Ballantyne et al., 2009 ). Further, considering education within the ambit of tourism and
hospitality workforce, Baum et al. ( 2016 ) reported that there is underrepresentation of studies in some of the disciplines’ top journals. Thus, due to the dearth of literature on the relationship between COVID-19 and tourism education/tourism-related courses, this study aims to acknowledge the underlying gap.
Background of the Study
Online learning is being used more and more widely in tertiary education as universities increasingly resort to online courses as a method of tuition. While online learning is well established in tertiary
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initiatives to establish the necessary technological infrastructure in South Africa that will support online learning for all levels of education (Online, 2006, Thuthong Educational Portal SA, 2006). A database search for research into online learning undertaken in South Africa (see the section ʺCurrent and past research in South
Africa in the Literature review” for full details) reveals that nearly all online learning research at this stage focuses on e‐ activity at university level. Since online learning is already being used in secondary schools (Paloff, 2001), the following question becomes pertinent: “Can it be assumed that the same principles that apply to tertiary post‐school learning also apply to school‐aged learners?” This question is assumed in the research question that guides this research. Writing in recognition of more research specifically in this field, Cavanaugh (Cavanaugh, 2004b) states that only a negligible amount of information about school‐going learners and their experiences with online learning is available in the United States. In her view it is important to know whether the online learning strategies that are applied in higher education will also work for high school learners. She also asks whether online learning at the high school level can be informed by a hybrid of online learning theory that draws on research into tertiary‐level online learning and research into secondary‐level
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online learning. Cavanaugh answers this question affirmatively even though she is of the opinion that high school or secondary school distance education is fundamentally different from the kind of online learning that is suited to university students.
Theoretical Framework
Learning theory is meant to explain and help us understand how people learn; however, the literature is complex and extensive enough to fill entire sections of a library. It involves multiple disciplines, including psychology, sociology, neuroscience, and of
course, education. Three of the more popular learning theories— behaviorism, cognitivism, and social constructivism—will be highlighted to form the foundation for further discussion. Mention will also be made of several other learning theories that are relevant to online education. Before reviewing these theories, it will be worthwhile to have a brief discussion of the term theory itself. Theory is defined as a set of statements, principles, or ideas that relate to a particular subject. A theory usually describes, explains, and/or predicts phenomena. The definition of theory also varies depending upon disciplines, especially when related to the term model. As noted by
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Figure1. Research Paradigm of the Study
STATEMENT OF THE PROBLEM
This study aims to determine the Effects of online learning to the academic performance of tourism students in all major subjects in Tanauan Institute Inc... A. Y. 2021 – 2022 due to COVID -19 pandemic.
FEEDBACK
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Specifically, it attempts to answer the following questions:
What is the profile of the students respondent in terms of: 1 1 Sex 1 Status 1 Level
What are the outcome of having an online classes during the COVID 19 pandemic?
- Activities 2 Performance 2 Interest
What are the different methods that they use for online learning?
3 Synchronous 3 Asynchronous
- Based on the findings of the study what are the common reason that affecting the level of performance of the student using the online learning;
Hypothesis
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Researcher
This undertaking may enable them to better understanding what were happened during pandemic.
Future Researcher
The study may provide them the necessary information needed in dwelling on the same topic in the future.
Definition of Terms
The following terms are defined operationally for further understanding of the study.
Online Learning is education that takes place over the Internet. It is often referred to as “e- learning” among other terms. However, online learning is just one type of “distance learning” - the umbrella term for any learning that takes place across distance and not in a traditional classroom
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Tourism is travel for pleasure or business; also the theory and practice of touring, the business of attracting, accommodating, and entertaining tourists, and the business of operating tours.
Students denoting someone who is studying in order to enter a particular profession.
Synchronous learning means that although you will be learning from a distance, you will virtually attend a class session each week, at the same time as your instructor and classmates
Asynchronous earning allows you to learn on your own schedule, within a certain timeframe. You can access and complete lectures, readings, homework and other learning materials at any time during a one- or two-week period.
Subjects of study at school.
Effects a change which is a result or consequence of an action or other cause.
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Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents related literature and studies which contain essential details, concepts and findings which are valuable to the development of the entire study
Foreign Literature
Corona Virus pandemic has a great impact to the Tourism Industry as a several suggestions has been made to revive the sector that are related to the industry. The Tourism education is largely
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overlooked. Though a lot of studies have analyzed the impact of the pandemic on the tourism industry and several suggestions have been made to revive the sector, tourism education is largely overlooked. Tourism and cognate courses offered by higher educational institutions are essentially a part of the tourism system. Their study aims to emphasize the perspective of tourism educators with respect to upcoming challenges in the tourism discipline and ways to reinvent and reboot the tourism education in the post-COVID-19 phase. The study adopted a qualitative approach and a total of 100 responses were interpreted. A thematic analysis using the Nvivo 12 plus software was done. Even though there was variability in the respondents’ background, a significant emphasis on curriculum design, industry collaboration, and excellence in research was mutually suggested by the educators. The study suggests that ambidextrous management in tourism education be adopted in post-COVID-19 phase. In other words, educators must become adept at the delivery of courses in a variety of
modalities that would enable them to cope with the short and medium- term impacts of teaching in a COVID-19 (incremental innovation), while providing by anticipation of future demands (from industry and students), cutting edge curriculum (radical innovation). Alhojailan, M. I. (2012).
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care. The public care strategies have included handwashing, wearing face masks, physical distancing, and avoiding mass gathering and assemblies. Lockdown and staying home strategies have been put in place as the needed action to flatten the curve and control the transmission of the disease (Sintema, 2020).
Bhutan first declared closing of schools and institutions and reduction of business hours during the second week of March 2020 (Kuensel, 2020, 6 March). The complete nationwide lockdown was implemented from 1 August 2020 (Palden, 2020). In between, movements were allowed, offices began functioning, schools and college reopened for selected levels and continued with online class for others. More than 170,000 children in Bhutan from classes PP–XII are, today, affected by the school closure. The impact is far reaching and has affected learning during this academic year or even more in the coming days. Several schools, colleges and universities have discontinued face-to-face teaching. There is a pressing need to innovate and implement alternative educational and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning (Dhawan, 2020 ).
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Research highlights certain dearth such as the weakness of online teaching infrastructure, the limited exposure of teachers to online teaching, the information gap, non-conducive environment for learning at home, equity and academic excellence in terms of higher education. This article evaluates the impact of the COVID-19 pandemic on teaching and learning process across the world. The challenges and opportunities of
online and continuing education during the COVID-19 pandemic is summarized and way forward suggested.
Lockdown and social distancing measures due to the COVID- pandemic have led to closures of schools, training institutes and higher education facilities in most countries. There is a paradigm shift in the way educators deliver quality education—through various online platforms. The online learning, distance and continuing education have become a panacea for this unprecedented global pandemic, despite the challenges posed to both educators and the learners. Transitioning from traditional face-to-face learning to online learning can be an entirely different experience for the learners and the educators, which they must adapt to with little or no other alternatives available. The education system and the educators have adopted “Education in
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thesis research tourism management
Course: Management (MNG211)
University: Tanauan Institute, Inc.
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