Advances in Tourism Education: A Qualitative Inquiry about Emergency Remote Teaching in Higher Education
Online education, in its various modes, has been growing steadily worldwide due to the influence of new technologies, global adoption of the Internet, and intensifying demand for a workforce trained periodically for the ever-evolving digital economy. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Higher education institutions working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating emergency remote teaching (ERT). Online distance education involves more than just uploading educational content; instead, it is a learning process that provides learners with support, responsibility, flexibility, and choice. Henceforth, the research aimed to examine undergraduate students’ (n=238) perceptions about their preferred mode of learning during COVID-19. The paper identified a significant reluctance towards emergency remote teaching from first-year students. The paper also qualitatively investigated the underlying reasons through thematic analysis. The themed findings were (1) lack of social interactions, (2) difficulties staying engaged while studying from home, and (3) technological boundaries related to the students’ Internet connections in rural areas. The paper concludes with recommendations that aim to provide institutions and educations with practical guidance on how to tackle the outlined issues.
 Arora, A. K., & Srinivasan, R. 2020. Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan: Indian Journal of Management, 13(4): 43-56. DOI: https://doi.org/10.17010/pijom/2020/v13i4/151825
 Azmi, N. 2017. The benefits of using ICT in the EFL classroom: From perceived utility to potential challenges. Journal of Educational and Social Research, 7(1): 111. DOI: https://doi.org/10.5901/jesr.2017.v7n1p111
 García-Ros, R., Pérez-González, F., Cavas-Martínez, F., & Tomás, J. M. 2018. Social interaction learning strategies, motivation, first-year students’ experiences and permanence in university studies. Educational Psychology, 38(4): 451-469. DOI: https://doi.org/10.1080/01443410.2017.1394448
 Goh, E., & Sigala, M. 2020. Integrating Information & Communication Technologies (ICT) into classroom instruction: teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel & Tourism, 20(2): 156-165. DOI: https://doi.org/10.1080/15313220.2020.1740636
 Harlow, S., Cummings, R., & Aberasturi, S. M. (2007). Karl Popper and Jean Piaget: A rationale for constructivism. In The Educational Forum, 71(1): 41-48. Taylor & Francis Group. DOI:https://doi.org/10.1080/00131720608984566
 Irwin, C., & Berge, Z. 2006. Socialization in the online classroom. E-Journal of Instructional Science and Technology, 9(1), n1. Available at: https://files.eric.ed.gov/fulltext/EJ846714.pdf
 Palvia, S., et al. 2018. Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4): 233-241. DOI:https://doi.org/10.1080/1097198X.2018.1542262
 Prestridge, S., & Cox, D. 2021. Play like a team in teams: A typology of online cognitive-social learning engagement. Active Learning in Higher Education. DOI: https://doi.org/10.1177/1469787421990986
 Robinson, C. C., & Hullinger, H. 2008. New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2): 101-109. DOI: https://doi.org/10.3200/JOEB.84.2.101-109
 Themelis, C., & Sime, J. A. 2020. From Video-Conferencing to Holoportation and Haptics: How Emerging Technologies Can Enhance Presence in Online Education? In Emerging technologies and pedagogies in the curriculum (pp. 261-276). Springer, Singapore. DOI: https://doi.org/10.1007/978-981-15-0618-5_16
The Copyright Transfer Form to ASERS Publishing (The Publisher)
This form refers to the manuscript, which an author(s) was accepted for publication and was signed by all the authors.
The undersigned Author(s) of the above-mentioned Paper here transfer any and all copyright-rights in and to The Paper to The Publisher. The Author(s) warrants that The Paper is based on their original work and that the undersigned has the power and authority to make and execute this assignment. It is the author's responsibility to obtain written permission to quote material that has been previously published in any form. The Publisher recognizes the retained rights noted below and grants to the above authors and employers for whom the work performed royalty-free permission to reuse their materials below. Authors may reuse all or portions of the above Paper in other works, excepting the publication of the paper in the same form. Authors may reproduce or authorize others to reproduce the above Paper for the Author's personal use or for internal company use, provided that the source and The Publisher copyright notice are mentioned, that the copies are not used in any way that implies The Publisher endorsement of a product or service of an employer, and that the copies are not offered for sale as such. Authors are permitted to grant third party requests for reprinting, republishing or other types of reuse. The Authors may make limited distribution of all or portions of the above Paper prior to publication if they inform The Publisher of the nature and extent of such limited distribution prior there to. Authors retain all proprietary rights in any process, procedure, or article of manufacture described in The Paper. This agreement becomes null and void if and only if the above paper is not accepted and published by The Publisher, or is with drawn by the author(s) before acceptance by the Publisher.