MOOCs in tourism and hospitality

1
Jingjing Lin
PhD student
Universitàdella Svizzera italiana
jingjing.lin@usi.ch
MOOCS IN
TOURISM & HOSPITALITY

Today, I want to tell you a story.
Descriptive, Explorative, Reflective.
讲述 ·探索 ·自省
UNESCO Chair Summer School 2017
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WHO
WHY
WHAT
WHEN
WHERE
Five W's
六何法
HOW

Yes, I co-created the first cMOOC.
George Siemens
2008
CCK08
2,300
participants

Yes, I co-created the first cMOOC.
Stephen Downes
2008
CCK08
2,300
participants

Yes, I named it MOOC.
Dave Cormier 2008

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WHAT
is a MOOC?

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Yes, I created the First xMOOC.
Sebastian Thrun
2012
AI-
Stanford
CS221
I left Stanford and founded Udacity
160,000
participants

Yes, I am a professor at Stanford
Daphne Koller
2012
Engineering
Girl
And I co-founded Coursera

Yes, I am a professor at Stanford
Andrew Ng
2012
*Computer
Science
*Baidu
And I co-founded Coursera

Yes, we founded edX
MIT & Harvard 2012

2008
BirthYear
2011
PopularYear
2012
Year of MOOC
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… …

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Before 1960s
Early age of distance
education
1960s – 1970s
Computer-assisted
distance education
2000s – present
Open & Social
distance education
1980s – Early 2000s
Web-based distance
education
1 2
4 3

5

6

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Lin, J. (2017). Explore Experiences of InstructorsTeaching
Massive Open Online Courses: A Mixed Methods Approach.
Universita della Svizzera italiana. Doctoral thesis.

Offering Tourism & Hospitality
MOOCs is Still a Rarity.
旅游和服务业的慕课实在屈指可数
Oops…
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Platform Keyword # of results Platform Keyword # of results
Coursera business 624 edX business 373
computer 501 computer 419
history 167 history 201
health 116 health 137
physics 109 physics 181
chemistry 20 chemistry 42
literature 29 literature 68
tourism 6 tourism 8
hospitality 7 hospitality 7
(operated on April 29, 2017)

Between 2008 and 2015, there
were 51 tourism and hospitality
MOOCs.
Did you take oneT&H MOOC yet?
23

Group
discussion
#1
What have been your
experiences of
learning/teaching online in the
field of tourism and hospitality?
If with MOOC, even better.
请谈论你使用网络资源学习
和提升在旅游和服务业领域
的知识和技能的经验。如果
与慕课相关，就更好了。
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Methods of
knowledge/
skills
upgrading
1ST –Taking eLearning courses
including MOOCs (140, 64.8%)
becomes the most popular and
common method for respondents
to upgrade knowledge and skills.
2ND –Visiting specialized
websites/blogs/mailing (100,
46.3%), which is still an online-
based method.
3RD –The traditional method like
read books/magazines (86, 39.8%).
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WHAT
is the course design of these
MOOCs?
28
Course element

A framework to review MOOCs (Lin & Cantoni, 2017)

Course topics
Hospitality, hospitality, and hospitality

Course status
By December 2015
8 ongoing
10 completed with some archived
7no new enrolled allowed

Lessons
Or unit, block, week, section, modules
4 or 6

Course announcement
Popular function in MOOCs

Video as textbooks
Major medium of knowledge transferring in MOOCs

Video
presentatio
n styles
Not only big-head talking

Networking
Very limited
FORUM DISCUSSION
vs
SOCIAL NETWORKING MEDIA

Collaboration
Between learners, between universities
Learner Learner
University
University
Industry

Assessment
Dominated by quizzes
FORMATIVE
vs
SUMMATIVE

Affirmation
Certificate, credit, badge

Conclusions:
T&H MOOCs are:
• limited in number of offerings
• basic in education content
• dominated by hospitality topics
• conventional in learning format
• of little collaborations
• poor in multilingual support
• discontinued after first iteration
(70% cases)
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More universities from developing countries.
More tourism related MOOCs.
Diversify difficulty level of MOOC offerings.
More collaborations are expected between
universities, or between university and industry.
Deal with the high level of discontinuity among
instructors.
More multilingual support in T&H MOOCs.
Facilitate online communications through forums
and social media.
Suggestions

Group
discussion
#2
If you were asked by your
university to produce a MOOC
in the field of tourism and
hospitality, how are you going
to do it?
想象如果你的大学让你做一
门关于旅游和服务业的慕课，
你将会如何执行？
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WHO
are behind these MOOCs?
People element
45
Lin J., Cantoni L. (2017, Accepted) Decision, Implementation, and Confirmation:
Experiences of Instructors behind Tourism and Hospitality MOOCs, The International
Review of Research in Open and Distributed Learning

No Study about T&H MOOCs
has been Found that Addresses
the Full Experience of
Producing MOOCs, as an
Instructor.
To date,
46
1

Most MOOC researchers have
investigated the learners’ perspective,
which leaves a significant gap in the
literature on the MOOC facilitators’
experience and practices.
To date,
47
2

Diffusion of Innovations was often
adopted as the theoretical approach
for MOOC studies. However, no
research has applied this theory to
conduct an in-depth study of MOOC
instructors’ experiences.
To date,
48
3

Research
questions
• Why did instructors decide to
adopt MOOCs in their
professional career?
• How did instructors implement
the MOOC innovation?
• How is the confirmation of
MOOC decisions among
instructors after the MOOC
implementation?
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Methodology
• Semi-structured interview
• July 1 and December 9, 2016, six
instructors participated
• 13 open-ended questions in the
interviews
• On average one-hour long interview
with each participant.
• An inductive approach to analyze the
interviews’ data (Creswell, 2012;
Thomas, 2006)
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Thomas, D. R. (2006). A general inductive approach for
analysing qualitative evaluation data. American Journal
of Evaluation, 27(2), 237-246.

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Thomas (2006, p.242)

RQ1:WHY did instructors decide to adopt MOOCs in their professional career?

RQ2: HOW did instructors implement the MOOC innovation?
The current study narrates the details of the IDP model’s “implementation” stage in the context
of MOOCs by summarizing MOOC instructors’ practical experiences into a visual flow map.

Conceptual
contribution
The flow map can be useful in the following
ways:
(1) as a timeline, the process map
demonstrates the complete process of
producing a MOOC from the perspective
of MOOC providers.The timeline allows
for greater understanding of the
experiences of MOOC instructors, which
had been a gap in the literature;
(2) as a guideline, the process map provides a
possible path for forthcoming MOOC
instructors to follow, which can help to
improve MOOC practices in the future.
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RQ3: HOW is the confirmation of MOOC decisions among instructors after the
MOOC implementation?
“Are you willing to continue teaching
MOOCs in the future and why?”
Only three gave a positive answer.
One instructor stated that he would not repeat the experience
unless it could become less demanding and more rewarding.
Two instructors firmly stated that they did not want to produce a
new MOOC in the future, but that under certain conditions, they
might consider re-teaching the existing MOOCs.

Stressful but
motivating.
Every interviewed instructor reported the
experience as having “taken a lot of time, a
lot of hours”, or being “overwhelming” or
“difficult”. Instructors from other fields
also reported similar experiences
(Egerstedt, 2013; Najafi, Rolheiser,
Harrison & Håklev, 2000).
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Support is
critical.
This institutional support, as a critical
requirement when producing a MOOC
(Corke, Greener & Philip, 2016), can
positively influence the sustainability of
the existing MOOCs over the long run by
maintaining the communication with
online learners no matter when they join
the MOOC.
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Face the
discontinuity.
The high discontinuity of instructors could be
explained by the DOI theory
as
The authoritative decision style (the individual
is told whether or not to adopt it) resulted in a
lower possibility of repeating MOOC practices
by the early adopters.
because
Authoritative decisions may increase the
chance of initial adoption by individuals but
may also reduce the chance that the
innovation is successfully implemented and
routinized (Greenhalgh, Robert, Macfarlane,
Bate & Kyriakidou, 2004).
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Between
borders: face-
to-face &
online.
First, T&H MOOC instructors adapted
contents from their previous teaching,
research, and practical activities to the
context of MOOCs.
Second, assets built for MOOCs were
introduced back to the face-to-face
classroom, and became supplemental
resources for students to improve or
enhance the face-to-face learning
experiences.
Third, the application of the flipped
classroom.
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Tools for
interaction
T&H MOOC instructors showed positive
attitude to forums but not that positive
about the application of social media in
MOOCs.
T&H MOOC instructors may need proper
guidance and support on how to use social
tools to facilitate communication, and
also—possibly more importantly—to
better understand that these tools are
welcomed by learners and that they can
help to improve social learning in MOOCs.
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Take a breath
and
move on
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HOW
did USI implement its first
MOOC in tourism?
USI’s MOOC Experience
64

eTourism MOOC Trailer 2.0
www.etourismmooc.ch
65

ICTs
+
Tourism
C2: Online
communication model
C6: User generated
contents and web 2.0
C7: Reputation in online
media
C8: Argumentation in
online travel review
C1: Introduction
C4: Intercultural
communication and
localization
C5: eLearning and
tourism training
C3: Usability &
webanalytics

1st Round (archived):
5’519 Learners
2nd Round (ongoing):
2,069 Learners

Corporate
social
responsibility
Public
relations
Marketing
Slide:68
3 Drivers
for USI to
provide
MOOC
68

USI
eTourism
MOOC
work flow
(Year 2015)
69

Partner platform selection
(Year 2015)
71

Partner
platform
selection
(Year 2015)
72

Functionality comparison of 18 MOOC platforms
x: represents the presence of the functionality
73

Partner
platform
selection
(Year 2015)
• Shortlisted platforms:
FutureLearn, iversity, NovoED,
and Canvas Network
• User experience survey:
FutureLearn, iversity
• University Board decision:
iversity
74

Instructional
design
(Year 2015)
• Instructional designers: iversity +
USI
• Resources (materials and media):
copyright, self-development
• Time and pace
• Activities design
75

Content
creation
(Year 2015)
• Video development: shooting,
filtering, editing
• Video subtitles
• Video transcripts
• Syllabus, FAQ documents
• Embed map in the course
• Create engagement survey
• Draft announcements
• List further readings
• Training materials for instructors
• Other contents
76

Promotion
(2015)
• Facebook campaign
• Youtube campaign
• Twitter
• LinkedIn
• Email lists
• USI press
• University collaborations
• DMOs contacts
• Magazine, newspaper, radio,TV
• Other communication channels
79

Course
delivery
(2015)
• Weekly MOOC meetings
• Arrange facilitation activities in
advance
– administrative support
– technical support
– content-based feedback
• Promotion, promotion,
promotion
• Maintain social media channels
80

Internal
project
assessment
(2015)
• Collect and analyze the
performance data from MOOC
• Organize the MOOC internal
evaluation meeting
– Present the performance data
– Staff self-evaluation talks
– Plan the next step
81

4 groups of
performance
data
82

DEVELOPING COUNTRIES
51 DEVELOPING
COUNTRIES (35.9%)
1’817 LEARNERS (32.9%)
339 ACTIVE LEARNERS
(6.1%)
OVERALL
142 COUNTRIES
5’519 LEARNERS
1’659 ACTIVE LEARNERS
(30.1%)
MEDIA CONSUMPTION
988 members in Facebook
group
#eTourismMOOC hashtag
received 2.4 tweets/day
Trailer videos received 7953
views
INTERACTION
2190 posts generated in the
course
PARTIAL
DEMOGRAPHICS
216 replies in engagement
survey
57.4% female
75.0% age between 26 and
55
87.4% of higher education
level
50.0% full-time workers
13.4% part-time workers
83

Group
discussion
#3
Let’s say you have launched
your MOOC. Now, how to
evaluate if your MOOC is a
success or not?
想象如果你已经完成了一门
慕课，你接下来会如何评估
你的慕课是不是一个成功的
实践呢？
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HOW
to evaluate MOOC’s performance?
Evaluation element
85
Lin J., Cantoni L. (2017) Assessing the Performance of a Tourism MOOC Using the
Kirkpatrick Model: A Supplier’s Point of View. Information and Communication
Technologies inTourism 2017. Springer, Cham.. ENTER 2017. 24-26 January, 2017

Problem
Year 2012-2015
26
4,745

Questions
• How to evaluate the performance
of a MOOC using the Kirkpatrick
model?
• What indicators can be included
during such process?
• Is the selected MOOC successful
according to the relevant
evaluation criteria?

Fig. 1. Overview of Kirkpatrick model

Reaction Layer
• I can spend a lot of time in this MOOC. (80%)
• I am curious; it supports current job or for a new
job. (82%)
• I am very satisfied. (71.9%)
• It is useful and relevant (93.6%)
Self-efficacy and motivation
Satisfaction
Relevance
Self-efficacy and motivation

Learning Layer
Quizzes
CoA
37 attended.
Average grade: 25.4/30.0
Lowest grade: 17.0/30.0
(1 person)

Learning Layer
• Not much achieved (22%, 36%)
• Achieved well (90%, 98%)
• Achieved well (80%)
• Achieved well (90%)
Collaborative learning
Reflective and integrative learning
Skills development
Higher-order learning

Behavior Layer
Panama coach
and African
mobile
education
Master
student and
his new
learning
opportunities
Promotion
coordinator and
her at-job new
collaboration

Results Layer
• Developing countries, females, full-time employees
• Media consumption, university collaboration
• New enrollment to the at-campus program
Corporate social responsibility
Marketing
Public relations

Discussions
• Kirkpatrick model provides a holistic
view of the MOOC performance.
• MOOC can be good tool of adult
education and professional
development.
• Learners were over-optimistic
concerning the time and impatient with
tedious long education resources
online.
• Prefer “in-class” discussions rather
than dispersed activities in social
media space.
5.1 Discussions

Conclusions
• Kirkpatrick model was used in this study to
evaluate the performance of a tourism MOOC.
• 12 indicators were developed to measure the
performance of this MOOC using the
Kirkpatrick model with multiple sources of
information as support.
• The eTourism: Communication Perspectives
MOOC was evaluated to be a satisfying
program, which benefit both the course provider
and the course consumers.
• Future research is needed to
– study more in-depth the available learning analytics
in the MOOC, and
– explore further the application of Kirkpatrick model
in MOOC studies

References
• Lin J., Cantoni L. (2017) Assessing the
Performance of aTourism MOOC Using the
Kirkpatrick Model: A Supplier’s Point ofView.
Information and Communication Technologies in
Tourism 2017. Springer, Cham.. ENTER 2017. 24-
26 January, 2017
• Lin J., Cantoni L. (2017) Decision, Implementation,
and Confirmation: Experiences of Instructors
behind Tourism and Hospitality MOOCs, The
International Review of Research in Open and
Distributed Learning.
• Lin, J., Cantoni, L., Kalbaska, N. (2016). How to
Develop and Evaluate an eTourism MOOC: An
Experience in Progress, e-Review ofTourism
Research (eRTR), 7:1-5
• Lin J., Kalbaska N.,Tardini S., Decarli Frick E.,
Cantoni L. (2015) A Journey to Select the Most
Suitable MOOCs Platform:The Case of a Swiss
University. Association for the Advancement of
Computing in Education (AACE), Norfolk. Ed-
MEDIA 2015. Montreal (Canada). June 22-26, 2015.
ISBN 9781939797162
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IPATHs.ch:
A Communication Portal for Tourism and
Hospitality People
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DemoVideo

URL: https://ipaths.herokuapp.com/
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Access Code: DreamBig2017
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