EDU 669: The Professional Adult Educator

Capstone Project: Distance Learning Program for Tourism

Sierra Logan

Professor: Kathleen Kelly

June, 2013

Abstract

The nature of the tourism industry requires people oriented tour guides and tour directors. For

this reason, schools providing training in this profession have required participants to attend live

classes. With the invention of online learning, many schools have created distance learning

formats. Some schools still lag behind and criticize the online programs. One school in particular

uses the campus as a selling point on the opening page of their website. While schools who offer

online versions of training are in flourish mode, the campus based schools are struggling to fill

classes. To remain competitive, tourism training schools must adopt some form of a distance

learning component. A distance learning presentation which demonstrates how they may utilize

distance learning to their advantage and remain campus operational may save the day.

Distance Learning for Tourism

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.

Distance learning may enhance educational endeavors by allowing students to work at their own

pace. Examinations taken in a more relaxed environment may influence outcomes.

Explain Adult Learning Theory

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

Andragogy as defined by Malcolm Knowles as “the art and science of helping adults

learn.”(1984) Andragogy now seems to encompass a broader meaning of student centered

approach to education rather than a teacher centered model. Knowles identified the six principles

of adult learning outlined below.

1. Need to Know: Adults need to know the reason for learning.

2. Experience: Adults draw upon their experiences to aid their learning.

3. Self-Concept: Adult needs to be responsible for their decisions on education, involvement in planning and evaluation of their instruction.

4. Readiness: The learning readiness of adults is closely related to the assumption of new social roles.

5. Orientation: As a person learns new knowledge, he or she wants to apply it immediately in problem solving.

6. Motivation (Later added): As a person matures, he or she receives their motivation to learn from internal factors

(Knowles, 1980, p. 43).

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 addition,

extrinsic motivators such as graduating with the class and finding employment in the field are

solid. Students in the tourism training classes understand they need to know the proper method of

tour directing or guiding so they may begin a new profession. Life experience will be a valuable

asset as participants deal with tourists and situations which arise. Learners must feel in control of

the direction training takes if they are to have confidence. Students are aware they will soon be

on their own, so learning is a necessity for them.

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.

Survey Sample (delivered online to current students)

By being involved in the campus version of tourism training, I:Strongly Agree Agree Neutral Disagree

StronglyDisagree

a. Am better prepared for real tour experiences o o O o ob. Gain more realistic expectations about tours o o O o oc. Am more confident about my ability to succeed o o O o od. Feel I spent too much money for the campus environment o o O o oe. Believe I might learn equally as well with online classes o o O o of. Would do as well or better using a hybrid version

Hybrid being online for basics, week-end on campus o o O o oSurvey Sample (delivered online to graduates)

By being involved in the campus version of tourism training, I:Strongly Agree Agree Neutral Disagree

StronglyDisagree

a. Was better prepared for real tour experiences o o O o oa. Gained more realistic expectations about tours o o O o ob. Was more confident about my ability to succeed o o O o oc. Feel I spent too much money for the campus environment o o O o od. Believe I might learn equally as well with online classes o o O o oe. Would do as well or better using a hybrid version

Hybrid being online for basics, week-end on campus o o O o o

Demonstrate and apply needs assessment for learning environments.

Five Phases for Designing Effective Training

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

designers is the ADDIE Model. This model begins with the analysis phase. This phase of the

design is the beginning step used in most designs. Research is accomplished in the analyze phase

which answers key questions which will determine the need. If the need is not confirmed, there is

no reason to continue with the design.

Who are the learners and what are their characteristics?

What is the desired new behavioral outcome?

What types of learning constraints exist?

What are the delivery options?

What are the Adult Learning Theory considerations?

What is the timeline for project completion?

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 delivery options include distance learning, or a combination of online and on campus

as possibilities. Adult learning theories to consider are that mature student populations want to

take an active role in their education. Adults want to solve problems and collaborate. Adults

want a clear understanding of the expectations and application of the education they are

pursuing. The timeline for this project is approximately seven weeks to convince the campus

based schools they should consider adopting change.

Demonstrate and apply strategic planning

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.

Write the instructional strategy such as visual and technical applications

Apply instructional strategies according to the envisioned results

Design the student’s interface with the program

Create prototype

Apply visual design

The tourism participants will be assessed using two instruments. Multiple choice exams

given throughout the class is formative assessment. Another assessment will be in the form of a

guided tour either in person or through video as a summative assessment.

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.

Evaluate educational technology

The E in ADDIE is the evaluation phase. Although a formative evaluation is weaved

throughout the program, the summative evaluation is the final rundown. The summative

evaluation on the part of students in the travel school is the live video of their own tour or an in

person version in the area around the campus. Adults value the opportunity to decide how they

may best participate.

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.

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: 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: Prentice Hall/Cambridge

Knowles, M.S. (1984). Andragogy in Action. San Francisco: 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