Videoconferencing and Virtual Worlds in Tourism Language Education – Practical Evaluation of the Systematic Approach in the Czech Context

Zejda David (), Lasisi Taiwo Temitope (), Managuelod Jenniefer (), Breitenbach Shemie () and Canoy Ellery ()
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Zejda David: Faculty of Informatics and Management, University of Hradec Králové, Hradec Králové, Czech Republic
Lasisi Taiwo Temitope: Faculty of Applied Sciences, Department of Gastronomy and the Culinary, Istanbul Gelisim University, Istanbul, Turkey
Managuelod Jenniefer: International Open Academy, Ireland, Dublin
Breitenbach Shemie: ProvenBase, Fort Lauderdale, Florida, United States
Canoy Ellery: Doctor’s Choice Home Care, Beaver, Pennsylvania, United States

Czech Journal of Tourism, 2020, vol. 9, issue 1, 1-21

Abstract: Language learning in tourism is increasingly embracing digital technologies for both synchronous and asynchronous content delivery and interaction. Blended learning combining online and traditional face-to-face forms as well as immersive forms such as 3D virtual worlds, where participants may travel as they learn from the comfort of their sofa, offer promising benefits, namely in times of pandemic and other turbulent events. Involving culturally and geographically distant tutors in the learning process may increase learners’ motivation as well as satisfaction, provided that the course curricula and lesson plans utilize the potential by appropriate selection of activities. Despite all the potential benefits, however, troubles caused by the increased complexity of digitally enhanced courses may ruin learners’ experience. The paper provides a conceptual basis for a systemic approach in planning, creating, and delivering courses, considering both technical and psychological aspects, which may assist in the prevention or mitigation of the challenges. To provide a relevant context, presentations of several language schools are briefly examined. The study of changes in their presentations between 2014 and 2021, in the light of web search trends, provides an additional glimpse into the evolution of the adoption and perception of relevant forms of education and technologies, further supporting the necessity of a systematic approach. Experience from three separate projects implementing innovative language courses collected both qualitatively and quantitatively via questionnaires is summarized, pointing out both successes and challenges.

Keywords: Tourism; tourism education; videoconference; virtual worlds; blended learning; English as a foreign language; EFL (search for similar items in EconPapers)
JEL-codes: I23 L83 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:vrs:cjotou:v:9:y:2020:i:1:p:1-21:n:3

DOI: 10.2478/cjot-2020-0001

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