academic tourism and hospitality moocs: a review (2008-2015)

Academic MOOCs in Hospitality and Tourism: A Review (2008-2015) 1

Academic MOOCs in Hospitality and Tourism: A

Review (2008-2015)Jingjing Lin

[email protected]

4/18/2016 Jingjing Lin

Research Motivation

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Theoretical Foundation

Research Design Results

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4/18/2016 Jingjing Lin Academic MOOCs in Hospitality and Tourism: A Review (2008-2015) 2

Most of the research that has been conducted has focused on enrollments, or some element of the learner experience in MOOCs. Very little research has focused on the instructors, especially the curriculum or instructional design of MOOCs. (Veletsianos & Shepherdson, 2016; Margaryan, Bianco, & Littlejohn, 2015; Lowenthal & Hodges, 2015; Liyanagunawardena, Adams, & Williams, 2013)

Hospitality and tourism MOOCs

are few

MOOCs research in instructors

especially instructional design is few

MOOCs instructional

design study in hospitality and

tourism


1. What have been the MOOC practices in hospitality and tourism

between 2008 and 2015?2. How to describe, develop or evaluate the instructional design in a

MOOC?3. What are the characteristics of academic MOOCs in hospitality and

tourism produced between 2008 and 2015?


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Several studies review MOOCs in certain subjects/fields, such as health and medicine (Liyanagunawardena & Williams, 2014), academic libraries (Barnes, 2013), social ethics (Rolfe, 2015), quality assurance (Hayes, 2015), and sustainability education (Zhan et al., 2015). There is, however, no systematic review of hospitality and tourism MOOCs. This research helps fill this research gap by mapping existing hospitality and tourism MOOCs, and reviewing in particular the academic MOOCs in the field.


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Data sources

Data collection method

Data analysis



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Data sources

Source 1 (16 MOOCs):https://www.class-central.comSource 2 (24 MOOCs):http://www.ifitt.orgSource 3 (11 MOOCs):A search through popular platformsSource 4 (0 MOOC):A search through Google

Inclusion criteria:• Course finished in 2015;• Course was accessible during analysis period of this study;• Course was hosted on a public MOOCs platform;• Course was free to enrol;• Course allowed using all materials inside it free of charge;• Course used English as the instruction language.

5 European MOOCs were excluded and left 18 for further analysis.

https://www.class-central.com/

http://www.ifitt.org/


A case study protocol was designed to contain all possible characteristics of a MOOC, which considered both the characteristics that can be compared across multiple cases and the characteristics that can profile the instructional design of a single MOOC in the list.


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Data collection method


The design of the protocol was not a one-time work but followed inductive method and went through several back-and-forth loops along the process.


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Data collection

Inductive:ObservationPatternsTentative hypothesisTheory



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The data collected by case protocol was piled into an Excel file.

Data collection


The procedure suggested by Thomas (2006) was used for analysis of the qualitative data generated from the eighteen MOOCs.

Frequency was calculated in the Excel table displayed earlier.


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Note: Thomas (2006, p.242), cited by 2719 times on Google Scholar by 4/14/2016

Data analysis



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Data analysis



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Figure 2. Starting dates of the eighteen academic MOOCs in hospitality and tourism (2008-2015)

Year of Hospitality and Tourism MOOC: 2015


107 modules foundAbout 6 modules per MOOC on average, 4 minimum and 14 maximum4-module and 6-module structures were mostly adopted (7/18, 5/18)


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Popular number of modules:

4 & 6


8/18 didn’t specify.Among other 7/18 MOOCs, 3-4 hours per week were the mostly mentioned workload expected from instructors to learners.


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Widely used workload:

3-4 hours/week



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45 instructors: 32 males, 13 in more than one MOOC



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Hospitality won!



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Objectives need a match in different levels


Textbooks were not required and not often mentioned.

One MOOC had 194 videos. Science and Cooking: From Haute Cuisine to the Science of Soft Matter (on edX)

4-module/6-module structured MOOCs had 6-7 videos each module on average.

English subtitle was common but multiple language support was rare. 1/18 English/Spanish/Italian/Chinese subtitles

Food & Beverage Management (on Coursera)

8/18 with transcripts; no transcripts provided in MOOCs from openlearning

Most provided web links to external sources as optional supplement to internal sources; Only 2/18 highly balanced internal and external courses.


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3 MOOCs on the edX had 165 quizzes.

It was followed by Coursera with 30 quizzes in 4 MOOCs.

Openlearning MOOCs (6) fancied non-quiz assignment rather than quiz assignment (12).

Forum discussions were active, with half of MOOCs had over 1000 posts.

3/18 with final exam

Final project, peer-review/self-review activities were barely used (all 1/18).

8/18 with at least one survey



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No academic credit was granted.

7/18 without any accreditation

11/18 with free certificate

7/18 with paid certificate, 6 of them were American MOOCs

Price of certificate varied from 49 to 150 dollars.


References:

Veletsianos, G., & Shepherdson, P. (2016). A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015. The International Review of Research in Open and Distributed Learning, 17(2).

Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83.

Lowenthal, P., & Hodges, C. (2015). In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs).The International Review of Research in Open and Distributed Learning,16(5).

Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227.
