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Digitalization of Education – The How and Why of Lifelong Learning

Research Results Concerning Online-Further Education in Tourism. Significance – Expectation – Utilisation

by Lars Rettig (Author)
Monographs 164 Pages

Summary

More and more parts of our lives are being digitally enriched. The field of education is no exception. The learning and working worlds are changing, and therefore also the requirements for education, continuing education and further education. At the same time, the period in which knowledge is up-to-date is ever shorter. Thus the ability to do Lifelong Learning is not only decisive for the success of the individual, but also for the sustainable existence of companies, economic sectors and whole regions/destinations. On the basis of psychological, pedagogical and economical concepts the author deals with the How and Why of learning. Based on this he investigates the significance of Online-Further Education in Tourism by means of qualitative expert interviews.

Table Of Content

  • Cover
  • Title
  • Copyright
  • About the author(s)/editor(s)
  • About the book
  • This eBook can be cited
  • Contents
  • Index of Figures
  • Index of Tables
  • List of Abbreviations
  • 1 Objective and Structure
  • 1.1 Objective
  • 1.2 Guiding Questions
  • 1.3 Structure
  • 2 Definition of the Terms Education, Further Education, Continuing Education and Lifelong Learning
  • 2.1 Education
  • 2.2 Further Education
  • 2.3 Lifelong Learning
  • 2.4 Continuing Education
  • 2.5 Summary
  • 3 Necessity of Lifelong Learning – Megatrends and Half-Life
  • 3.1 Global Megatrends and Change of Structures
  • 3.2 Half-Life of Knowledge
  • 4 Learning and Learning Theories
  • 4.1 Learning – a Need?
  • 4.2 Goal Setting Theory
  • 4.3 Expectancy Theory
  • 4.4 Behaviourism
  • 4.5 Neo-Behaviourism
  • 4.6 Cognitivism
  • 4.7 Constructivism
  • 4.8 Connectivism – (not) a Learning Theory?
  • 4.9 Summary
  • 5 Online Further Education
  • 5.1 Definition of the Terms E-Learning, Blended Learning, MOOC and SPOC
  • 5.2 E-Learning in Further Education
  • 6 Education and Further Education in Tourism
  • 6.1 Academic Education in Tourism
  • 6.2 Vocational Education in Tourism
  • 6.3 Further Education in Tourism
  • 6.4 Summary
  • 7 Research Design
  • 8 Results of the Empirical Study on the Importance, Investment and Promotion of Further Education in Tourism
  • 8.1 Importance
  • 8.2 Reasons for Further Education
  • 8.3 Summary
  • 8.4 Support of Further Education
  • 8.5 Summary
  • 8.6 Investment in Further Education
  • 8.7 Summary
  • 8.8 Discussion: Possible Further Effects of Further Education
  • 9 Utilisation and Non-utilisation of Academic Further Education Offers in Tourism
  • 9.1 Benefits for Companies
  • 9.2 Advantages for Further Education Participants
  • 9.3 Obstacles
  • 9.4 Summary
  • 9.5 Framework Conditions and Minimum Requirements
  • 9.6 Available Time for Further Education
  • 9.7 Discussion: Obstacles to Participation Despite Good Reasons
  • 9.8 Summary
  • 10 Expectations of Academic Online Further Education in Tourism
  • 10.1 C/D Paradigm
  • 10.2 Process Model of Service Provision
  • 10.3 Kano Model of Customer Satisfaction
  • 10.4 Self-Image and External Image
  • 10.5 Further Education Offers at State Universities
  • 10.6 Opportunities for the Utilisation of Online Offers in the Tourism Industry
  • 10.7 Risks or Difficulties in the Utilisation of Online Offers in the Tourism Industry
  • 10.8 Requirements
  • 10.9 Excursus: A Demand for Improved Permeability of the Educational Pathways
  • 11 Summary, Outlook and Areas Requiring Further Research
  • Bibliography
  • Index
  • Annex
  • Author Information
  • Further Publications by the Author
  • Funding Notes

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Index of Figures

Figure 1: Overview of the Location of Tourism Courses in Germany

Figure 2: Education, Further Education, Continuing Education and Lifelong Learning

Figure 3: Providers of Further Education

Figure 4: Megatrends in the Working World

Figure 5: Half-life of Knowledge

Figure 6: Goal Setting Theory

Figure 7: The influencing variables of structure, state and activity in the S-O-R model

Figure 8: E-learning categorisation

Figure 9: Requirements of Distance Learning Platforms

Figure 10: Forms of further education according to official statistics

Figure 11: The underlying research process

Figure 12: Interviews, individual phases

Figure 13: From the data to the results presentation

Figure 14: Importance of further education

Figure 15: Self-actualisation as a core motif for participation in further education

Figure 16: Ability to change as a core motif for participation in further education

Figure 17: Unemployment rate with or without a university degree

Figure 18: Eisenhower matrix

Figure 19: Obstacles to the utilisation of further education

Figure 20: Framework conditions and minimum requirements

Figure 21: Spatial distance of the further education offer

Figure 22: Time budget for further education per year

Figure 23: Time for further education

Figure 24: C/D Paradigm

Figure 25: Combined phase model for process, transaction and satisfaction

Figure 26: Influences on the expectations ← 11 | 12 →

Figure 27: Kano model of customer satisfaction

Figure 28: Reservations of the sceptics and advantages of the advocates of e-learning

Figure 29: Overview of various qualification objectives and levels in e-learning

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Index of Tables

Table 1: Differences between MOOC (xMOOC, cMOOC) and SPOC

Table 2: Work Accompanying, Tourism Management Oriented Master’s Courses

Table 3: Interview partners

Table 4: Self-image external-image matrix for the West Coast University of Applied Sciences

Table 5: Requirements for online further education offers

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Biographical notes

Lars Rettig (Author)

Lars Rettig holds a Master’s degree in cultural studies and researches in the processes of transferring knowledge from generation to generation. He was research associate at the West Coast University of Applied Sciences in Heide and also responsible for running the inter-university Public Relations and Counselling team of the R&D-project LINAVO. After concluding the project, he became human resources officer at Groth & Co.

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Title: Digitalization of Education – The How and Why of Lifelong Learning