A Meta-Analysis on Online Classes for Hotel Management Students at Chennai During Covid-19

2022 ◽  
pp. 585-596
Author(s):  
T. Milton ◽  
H. M. Moyeenudin
Keyword(s):  
Meta Analysis ◽  
Hotel Management ◽  
Online Classes ◽  
Management Students

Student’s Perception toward Online Classes during COVID-19 Pandemic - Hotel Management Students

2021 ◽  
Vol 8 (4) ◽  
pp. 180-187
Author(s):  
Nisheeth Kumar ◽  
Tangjakhombi Akoijam
Keyword(s):  
Central Government ◽  
Academic Institution ◽  
Government Agencies ◽  
Hotel Management ◽  
Online Classes ◽  
Academic Institutions ◽  
Technological Tools ◽  
Central Government Agencies ◽  
Management Institutions ◽  
Management Students

COVID-19 (‘CO' stands for corona, 'VI' for the virus, and 'D' for disease) has been categorized as a pandemic in March 2020 by WHO. Due to this pandemic, the academic institutions were closed on orders by various state and central government agencies of India. The academic institutions were shut down in between the running academic session. Thus the teachers adopted various online modes for conducting classes to cover the syllabus which was pending. With the help of various technological tools like Zoom, Cisco, Google meet, etc., the academic institution could cover their syllabus. This study was performed to study the student’s perception toward the online classes during COVID-19 Pandemic. The study was performed on the present students who are pursuing Hotel management courses at undergraduate and postgraduate levels from various academic institutions of India. Keywords: COVID-19, Academic, Online classes, perception, Hotel management, Institutions.

Comparative Knowledge Gained from Online and Face-to-Face Learning Modes in Management Courses in Nepal

2020 ◽  
Vol 5 (1) ◽  
pp. 35-50
Author(s):  
Arhan Sthapit ◽  
Bikash Shrestha
Keyword(s):  
Descriptive Statistics ◽  
Online Classes ◽  
Education Policies ◽  
Face To Face ◽  
Factorial Anova ◽  
Higher Education Policies ◽  
The Face ◽  
Learning Modes ◽  
Face To Face Learning ◽  
Management Students

The paper aimed at examining the perceived difference between knowledge gained from online and face-to-face learning modes as a result of the intensities (viz., high and low) of comparative interaction level and ease of attending the classes, in the context of management courses in Nepal. Based on the survey (complete enumeration) of all management students (n=224) attending the online classes at Nepal Open University from 5th to 25th Jan., 2020, the study applied descriptive statistics and factorial ANOVA using the General Linear Model in analysing data to pursue the research objectives. Nepalese management students’ experience with their present online classes in terms of the knowledge gained was found to be equivalent to their previous experience with the face-to-face mode. It also discovered that intensities of the comparative interaction level and comparative ease of attending classes had a significant impact on comparative knowledge gained. The findings should offer instrumental inputs to design effective higher education policies blending the online and face-to-face learning modes.

Marketing private hotel management schools in Australia

2017 ◽  
Vol 29 (4) ◽  
pp. 880-889 ◽  
Author(s):  
Edmund Goh ◽  
Sandy Nguyen ◽  
Rob Law
Keyword(s):  
New South ◽  
Learning Experience ◽  
Hotel Management ◽  
Reference Groups ◽  
Prospective Students ◽  
Content Type ◽  
South Wales ◽  
Hands On ◽  
Management Students ◽  
Practical Implications

Purpose The purpose of this paper is to explore the perceptions of 46 hotel management students from four leading private hotel management schools (PHMS) in Australia on their decision in choosing a PHMS over a traditional public university. Design/methodology/approach Employing the theory of planned behaviour as a theoretical framework, the qualitative interview data identified ten key attitudes, four reference groups and four perceived difficulties as potential motivators of students deciding to enrol in PHMS. Findings This paper identified reputation of school and industry placement opportunities as key attitudinal items shaping students’ decision-making process. With regards to important social groups, education agents and family were key reference groups. In relation to perceived difficulties, students reported tuition and living costs, and far distance from home as key barriers in their decision to study at PHMS. Research limitations/implications The sample draws upon students from a single state, New South Wales, Australia and this limits the generalisability of the authors’ findings. This study also excluded students from Australian public universities who may hold different perceptions towards studying at a PHMS. Practical implications The findings have important implications for hotel schools to improve their curriculum designs and embed practical hands on the learning experience of their students. Marketing agencies can also use these motivational attributes in developing effective marketing campaigns to increase enrolment figures. Originality/value This framework has proven to be useful in helping marketers understand various underlying motivational factors to attract prospective students to enrol in private hotel management schools.

scholarly journals Meta-Analysis And Empirical Research Of Learning Style Theories In Higher Education: The Case Of Slovenia

2008 ◽  
Vol 5 (11) ◽  
Author(s):  
Sandra Penger ◽  
Metka Tekavcic ◽  
Vlado Dimovski
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Management Education ◽  
Meta Analysis ◽  
Education Institution ◽  
Teaching Aids ◽  
Set Up ◽  
Management Students ◽  
Style Preferences

Researchers have pointed out that students learn effectively in a harmonic environment and by using teaching aids which match the students’ learning style preferences (Li et al., 2008). The learning styles literature is having a revival during last years. Although learning styles have been heavily researched (Coffield et al., 2004; Reynold & Vince, 2007; Welsh et al., 2007; Hornyak et al., 2007; Herbert & Stenfors, 2007; Sievers, 2007; Hyde, 2007; Kayes A.B., 2007; Kayes D. C., 2007; Garcia et al., 2007; Demirbas & Demirkan, 2007; Armstrong & Mahmud, 2008; Li et al., 2008), little is known about Slovenian students’ learning styles, especially in the field of management education. The aim of study is to present and explore the learning styles of students enrolled in the course Economics of education at the University of Ljubljana, Faculty of Economics (FELU) in Slovenia. Another purpose is to better understand the different learning styles among management students in order to develop appropriate teaching strategies for improving management education at FELU. Additionally, the intention of this research is to develop a valid and reliable research questionnaire for further research processes and to set up research instruments as supportive mechanisms in management education and in the development curriculums and syllabuses of new courses. This study method included both a descriptive and an exploratory perspective. In the first part the qualitative meta-analysis method was used to overview the literature background. In the empirical part the factor analysis using the Principle Axes Factoring method was used to extract learning styles. The adapted versions of Honey and Mumford’s (1992) Learning Style Questionnaire (LSQ) and Dunn & Dunn’s (2003) VAK Learning Style Theory (Coffield et al., 2004) were used as instruments in the questionnaire to determine Slovenian students’ learning styles. Findings of the study outline, that for the educators in higher education institution, the challenge is to provide meta-cognitive support for students, enabling them to reflect not just on what they learn but also how and why.

scholarly journals Comparison, Validation And Implications Of Learning Style Theories In Higher Education In Slovenia: An Experiential And Theoretical Case

2011 ◽  
Vol 7 (12) ◽  
Author(s):  
Sandra Penger ◽  
Metka Tekavcic ◽  
Vlado Dimovski
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Management Education ◽  
Meta Analysis ◽  
Education Institution ◽  
Teaching Aids ◽  
Set Up ◽  
Management Students ◽  
Style Preferences

The learning styles literature is having a revival during last years. Researchers have pointed out that students learn effectively in a harmonic environment and by using teaching aids which match the students learning style preferences (Li et al., 2008). Although learning styles have been heavily researched (Coffield et al., 2004; Reynold & Vince, 2007; Welsh et al., 2007; Hornyak et al., 2007; Herbert & Stenfors, 2007; Sievers, 2007; Hyde, 2007; Kayes A.B., 2007; Kayes D. C., 2007; Garcia et al., 2007; Demirbas & Demirkan, 2007; Armstrong & Mahmud, 2008; Li et al., 2008), little is known about Slovenian students learning styles, especially in the field of management education. The aim of this study is to present, compare, validate and explore the learning styles of students enrolled in the course Economics of education at the University of Ljubljana, Faculty of Economics (FELU) in Slovenia. Another purpose is to better understand the different learning styles among management students in order to develop appropriate teaching and pedagogical strategies for improving management education at FELU. Additionally, the intention of this research is to develop a valid and reliable research questionnaire for further research processes and to set up research instruments as supportive mechanisms in management education and in the development curriculums and syllabuses of new courses. This study method included both a descriptive and an exploratory perspective. In the first part of the study the qualitative meta-analysis method was used to overview the literature background of the study. In the empirical part of the study the factor analysis using the Principle Axes Factoring method was used to extract learning styles. The adapted versions of Honey and Mumfords (1992) Learning Style Questionnaire (LSQ) and Dunn & Dunns (2003) VAK Learning Style Theory (Coffield et al., 2004) were used as instruments in the questionnaire to determine Slovenian students learning styles. For the educators in higher education institution, the challenge is to provide meta-cognitive support for students, enabling them to reflect not just on what they learn but also how and why.

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