South African Tourism Students' Learning Preferences during COVID-19 at Universities of Technology

Autor/inn/en	Mokoena, Pavla P.; Hattingh, Christiaan
Titel	South African Tourism Students' Learning Preferences during COVID-19 at Universities of Technology
Quelle	In: Transformation in Higher Education, 8 (2023), Artikel 253 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mokoena, Pavla P.) ORCID (Hattingh, Christiaan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2415-0991
Schlagwörter	Tourism; Student Attitudes; Preferences; COVID-19; Pandemics; Foreign Countries; School Closing; Distance Education; College Students; Educational Technology; Access to Education; Barriers; Blended Learning; Online Courses; South Africa + Suchen Sie Ihr Suchwort? Tourismus; Schülerverhalten; Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Collegestudent; Unterrichtsmedien; Education; Access; Bildung; Zugang; Bildungszugang; Online course; Online-Kurs; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Between 2020 and 2021, the COVID-19 pandemic forced governments, around the globe, to implement innovative initiatives to avoid a complete collapse of significant sectors. Emergency remote teaching (ERT) operational frameworks were developed through the Council for Higher Education (CHE) to guide higher education (HE) institutions' operational procedures. Considering that students at Universities of Technology (UoTs) are used to face-to-face teaching, ERT may have been aversely experienced. Thus, for this study, the review of Tourism Management students' learning preferences during ERT across three South African UoTs were ascertained. Through means of a sequential-explanatory research design, students were asked to complete a survey and, afterwards, those students who showed interest were interviewed in focus groups. Tourism Management UoT students did not see ERT in a positive light as access to HE was a major challenge for them during lockdown periods, indicating a lack of sufficient resources to properly participate in learning activities, and crucially, a lack of access to support mechanisms during ERT. Contribution: This study offers student perspectives of remote learning experiences. This data could assist in offering a balance between ERT initiatives and learner-guided frameworks for HE. This knowledge could be critical in limiting the gap in access and success for hybrid or blended tourism programmes post-COVID-19. (As Provided).
Anmerkungen	AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://thejournal.org.za/index.php/thejournal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01