Digitalization of Education – The How and Why of Lifelong Learning
Research Results Concerning Online-Further Education in Tourism. Significance – Expectation – Utilisation
Summary
Excerpt
Table Of Contents
- 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
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
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
Details
- Pages
- 164
- Publication Year
- 2018
- ISBN (PDF)
- 9783631755341
- ISBN (ePUB)
- 9783631755358
- ISBN (MOBI)
- 9783631755365
- ISBN (Softcover)
- 9783631741689
- DOI
- 10.3726/b14339
- Language
- English
- Publication date
- 2018 (October)
- Keywords
- Lifelong Learning (LLL) human resource development tourism digital education offers further education third mission
- Published
- Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2018. 163 pp., 29 fig. b/w, 5 tables
