INCREASE ENROLLMENT

REMAIN #1 IN TOURISM TRAINING

NO ADDITIONAL COST

We happily present

Distance Learning for Tourism

Education that keeps on giving

The purpose of this project is to demonstration how an instructional design

can contribute to the education of tour guides and directors without compromising

the learning experience. By completing the basic class requirements online,

students will benefit by working at a pace that fits individual lifestyles as well as

saving time and money. The tourism school will also benefit by increasing class

size without the additional cost.

THIS IS WHAT STUDENTS WANT

FLEXIBILITY

LOWER COST

LESS INTRUSION ON TIME

A USEFUL EDUCATION

AN UNFORGETABLE EXPERIENCE

Then: Stand Back

Research shows adding more options for students to

learn will INCREASE

Student Enrollment

Explain Adult Learning Theory

There are many theories of adult learning. However, one of the most

widely accepted is Andragogy as defined by Knowles, 1984 as “the art and science

of helping adults learn.”(p. #43) Andragogy now seems to encompass a broader

meaning of student centered approach to education rather than a teacher centered

model.

One of the basic motivating factors for adult learners is the need to

know why they are learning. In the case of tourism training, adults know they are

learning to conduct a tour so they may start a new career and become proficient at

managing people and time. Adults utilize their past experience and apply it to help

learn new skills. Although tourism may be a new profession, adults are able to

relate to travelers through some of their own past experience. Participants in the

tourism classes have made the decision to gain knowledge in the field. They have

taken the responsibility for their own education. While they learn about problems

that might arise in a tour, they are eager to ask questions and solve the problem.

Apply Adult Theory

There are many intrinsic and extrinsic motivators involved in the tourism industry

preparation. The intrinsic motivators such as personal challenge are prevalent in tourism training

as students must deal with unexpected situations, unhappy travelers, weather changes, and

schedule issues. In addition, extrinsic motivators such as graduating with the class and finding

employment in the field are ever present. Participants in the tourism program may feel in

competition with other learners. The process of conducting a tour for the other students as part of

the final exam is usually the most motivating factor of performance on the part of the student

population.

Apply research methods to improve learning organizations

The research method chosen for the tourism industry training is both qualitative

and quantitative. The qualitative research method involves questionnaire and survey results given

to instructors, managers, and students. From these results, a needs analysis may emerge.

Following the qualitative research, a quantitative data collection may be appropriate as

comparisons are made with other tourism institutions that have an online student population as

opposed the number of new participants in the on campus version. Results of a Likert-type

survey given to both current students and graduates of the travel school indicate that the online

version of training would be valuable and welcomed by students. A more in depth interview

survey may be a part of the final presentation to the school.

Demonstrate and apply strategic planning

As discussed by Dick & Carey, (1996), the most common model used by

instructional designers is the ADDIE Model. The D is the ADDIE Model is for design. Once

need is determined, the design process may begin. In this stage, a specific and systematic plan is

designed that includes assessment instruments, lesson planning, and meeting project goals.

The higher goal of the travel school is to maintain their current reputation for

producing more employable tour guides and directors than most other schools. The strategic plan

for the instruction requires a close alignment with the existing curriculum. A strategy to meet this

expectation centers on the thoughtful design of a program utilizing video and audio equipment

placed in the classroom. A one-time expense can allow real time interaction with students who

are connected by computer at home. In this way, students make complete the majority of courses

at their own location. Attending a week-end resident event at the campus will allow students to

conduct a tour in the role of guide for a final examination.

This plan will permit more students to attend one of the top tourism training

schools which will increase enrollment while maintaining industry standards. Classes could be

larger and more cost effective. The instructional design is written to include the students who

are working remotely.

Demonstrate and apply business management for learning organizations

Schools themselves will benefit through adding an online component which will

allow more people to receive training without the time and expense required to physically attend

classes. Institutions who incorporate the online training will most likely realize increased

enrollment through the inclusion of student populations who may not be in a position to leave

families and jobs to attend on ground classes. These students may receive certification as tour

directors, or tour guides by watching and participating in class real time online through the

design of interactive e-learning such as class video transmissions. It is recommended that

ongoing scheduled evaluations of the program be attended either online or through

teleconferencing. These meetings should indicate any needed changes and continued scrutiny.

A distance learning version of curriculum will send a clear message that the

school is up to date and a trend setter within the industry. Benefits to be realized through the

inclusion of a distance version of the training include more participants, better time management,

ability to review classes repeatedly, and attracting self-motivated populations. As noted by

Merritt, “…the more we know about how adults learn the better we are able to structure learning

activities that resonate with those adult learners with whom we work.” (2008, p.93) Offering an

online version of the training shows respect for adult students who are more goals oriented and

bring life experience to the tourism industry.

In addition, the same testing evaluation criteria already in place at the onsite

campus may be used online. Students may demonstrate proficiency by video as they conduct a

real time tour in their own community. Integrate assessment strategies to improve adult learning

such as recognition and retention may best be validated by multiple choices testing throughout

the learning process. To assess teamwork skills and personality compatibility with the tourism

industry, a much shorter week-end trip to campus may be required.

Evaluate educational technology

The E in ADDIE is the evaluation phase. The technology recommended for this

training is made as simple as possible to accommodate the variety of adult student technological

orientations. A computer with high speed internet and a webcam are the only requirements for

the students in this project. The ability of the students to interact real time during the class is

crucial to success. Students may use e-learning modules designed for reading assignments and

quizzes.

Demonstrate and apply needs assessment for learning environments.

This phase of the design is the beginning step used in most designs. Research is

accomplished in the analyze phase which answers key questions that will determine the need. If

the need is not confirmed, there is no reason to continue with the design. In the case of the

tourism training, we may answer these questions directly. The learners are adults who would like

to either enjoy a new career, or who want to share their love of travel with others. Desired new

behavioral outcome is described as the ability to successfully accomplish a tour or direct one.

Learning constrains are the cost of time and funds to attend classes which are currently offered

only on campus. The need to implement a more student centered design is important to insure

longevity of the institution.

Design Interactive e-learning

The lesson plan will be the same as the campus version; however it will be delivered

through real time video of the classroom. Students will be given the opportunity to respond and

question as if they are present in the actual class as well as on the tour excursions. A prototype of

the idea will be set up in a classroom allowing distance attendance. The visual design will be

applied through the use of audio and visual equipment and a pilot program should be established.

The second D is the ADDIE Model is for the development phase. In the

development phase, the technology experts work with the designer to make the plan possible.

The finer points of graphics and e-learning integration are combined. Tests are done and

revisions are made accordingly. In relations to the tourism training, an e-learning component

with basic curriculum will be supplemented with the audio visual technology.

The I in ADDIE is implementation. The implementation phase is the time to

instruct all participants including instructors in the use of the technology. Books, tools, video

equipment and the website are part of the implementation. The implementation phase may also

be an evaluation of the program. The tourism training project will involve proficiency in video

recording and live interactions.

e .

Conclusion

As we continue to evolve in the technology of education, one of the questions

facing campus based institutions is can they continue to operate as they have in the past? Is it

possible to survive using antiquated methods of instruction which negate everything that is going

on around them? As noted by Ellsworth, (2000), people are often caught up in whether the

process will work and how to manage the change. It seems distance learning solves modern day

problems for us. The convenience, the time and cost saving element and the wonderful flexibility

contribute to the popularity. Like many things in life though there are times when the

blended approach can be more conducive to the experience.

References

Dick, W., & Carey, L. (1996). The systematic design of instruction (4th Ed.). New York: NY:

Haper Collins College Publishers.

Ellsworth, J. (2000). Surviving change: A survey of educational change models. Bloomington,

IN: AECT.

Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy.

Englewood Cliffs, NJ: Prentice Hall/Cambridge.

Knowles, M.S. (1984). Andragogy in action. San Francisco: CA: Jossey-Bass.

Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for

Adult & Continuing Education, (119), 93-98. doi:10.1002/ace.309

GO FOR IT!!!

Sierra Logan’s Capstone Project

EDU 669

Jones International University

Professor: Kathleen Kelly

June, 2013