Handbook for Distance Learning in Tourism

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 project—or a semester—this hands-on book offers strategies, suggestions, hints, and examples, and includes a hotel and tourism case study that illustrates effective concepts and strategies.
To view an excerpt online, find the book in our QuickSearch catalog at www.HaworthPress.com.

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