Handbook for Distance Learning in Tourism
Routledge (Verlag)
978-0-7890-1859-5 (ISBN)
Deliver quality instruction to your studentson-campus or off
The Handbook for Distance Learning in Tourism is a practical, down-to-earth guide to developing and using print-based and Internet-based flexible learning resources for courses where students rarely, if ever, attend on-campus classes. Whether you’re a teacher who needs to develop course notes into a flexible learning package, a Web site, or both, or you just want information about how to teach in a flexible environment, the book will provide the help you need-in language you can understand. Designed to guide you through the completion of a projector a semesterthis hands-on book offers strategies, suggestions, hints, and examples, and includes a hotel and tourism case study that illustrates effective concepts and strategies.
Written by Gary Williams, co-editor of The Internet and Travel and Tourism Education (Haworth), this unique book will help you develop print-based and Internet-based learning resources instead of focusing only on one or the other, breaking down the barriers placed between learning environments. The strategies presented are timeless, with no comparisons of specific commercial or noncommercial products to become outdated and no Web site addresses to become useless. The book makes extensive use of tables, graphics, and illustrations and has its own Web site that’s regularly updated, listing online resources arranged on a chapter-by-chapter basis.
The Handbook for Distance Learning in Tourism examines:
the roles and characteristics of a project manager
developing and buying resources
considerations before committing to a project
maximizing project ownership
ensuring quality content
educational design guidelines
media foundations
production, design, and maintenance of print resources
developing and using Web sites
computer-mediated contact
course management systems (CMS)
and much more!
The Handbook for Distance Learning in Tourism is an invaluable guidebook for educators working in the field of hotel and tourism management as well as academics, project managers, and educational designers who are interested in flexible learning developments.
Kaye Sung Chon
Preface
Acknowledgments
Chapter 1. Introduction to Flexible Learning and the Case Study
Objectives
Topic 1.1: What Is a Flexible Learning Environment?
Topic 1.2: Maximizing the Return on Investment
Topic 1.3: Introducing the Case Study
Topic 1.4: The Development Model
Key Points
Chapter 2. The Project Manager
Objectives
Topic 2.1: Every Project Has a Manager
Topic 2.2: The Role and Characteristics of a Project Manager
Topic 2.3: Project Management Aids
Topic 2.4: The Project As Organized Chaos
Key Points
Chapter 3. Starting a Project
Objectives
Topic 3.1: The Spark
Topic 3.2: Developing and Buying Resources
Topic 3.3: The Project Team
Topic 3.4: Stakeholder Meetings
Topic 3.5: Maximizing Project Ownership
Topic 3.6: Considerations Before Committing to a ProjectA Self-Appraisal for Teachers
Key Points
Chapter 4. Educational and Design Foundations
Objectives
Topic 4.1: Introduction
Topic 4.2: ConstructivismA Theory of Knowledge
Topic 4.3: Ensuring Quality Content
Topic 4.4: Educational Design Guidelines for Learning Resources
Topic 4.5: Writing a Course Outline
Topic 4.6: Copyright
Key Points
Chapter 5. Media Foundations
Objectives
Topic 5.1: Introduction
Topic 5.2: The Teacher Is Essential
Topic 5.3: Determining the Needs, Wants, and Technology Access of Students
Topic 5.4: Secondary DeterminantsTeacher, Institution, and Course Factors
Topic 5.5: Using Media Instead of a Medium
Key Points
Chapter 6. Developing Print Resources
Objectives
Topic 6.1: Introduction
Topic 6.2: Advantages and Disadvantages of Print Learning Resources
Topic 6.3: Production
Topic 6.4: Design
Topic 6.5: Maintenance and Revision
Key Points
Chapter 7. Developing and Using Web Sites
Objectives
Topic 7.1: Introduction
Topic 7.2: Advantages and Disadvantages of Web Sites
Topic 7.3: Using the World Wide Web
Topic 7.4: Production
Topic 7.5: Design
Topic 7.6: Maintenance and Revision
Key Points
Chapter 8. Computer-Mediated Contact
Objectives
Topic 8.1: Introduction
Topic 8.2: The Advantages and Challenges of Computer-Mediated Contact
Topic 8.3: Teachers’ Roles
Topic 8.4: Training and Support Roles
Key Points
Chapter 9. Course Management Systems
Objectives
Topic 9.1: Introduction
Topic 9.2: The Advantages and Challenges of Course Management Systems
Topic 9.3: A Teacher’s PerspectiveUsing A Course Management System
Topic 9.4: Training and Support Roles
Key Points
Chapter 10. Teaching in a Flexible Learning Environment
Objectives
Topic 10.1: Introduction
Topic 10.2: Before a Course Starts
Topic 10.3: The Start of a Course
Topic 10.4: During a Course
Topic 10.5: The Responsibilities of Educational Designers
Key Points
Chapter 11. Being a Student in a Flexible Learning Environment
Objectives
Topic 11.1: Introduction
Topic 11.2: The Advantages and Challenges of Flexible Learning
Topic 11.3: You Have Enrolled in a Flexible Learning CourseWhat Now?
Topic 11.4: Making the Most of Learning Resources
Key Points
References
Index
| Erscheint lt. Verlag | 27.7.2005 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 148 x 210 mm |
| Gewicht | 650 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| Wirtschaft | |
| ISBN-10 | 0-7890-1859-4 / 0789018594 |
| ISBN-13 | 978-0-7890-1859-5 / 9780789018595 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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