MOOCs in tourism and hospitality: a review

References

• Ahn, J., Butler, B. S., Alam, A., & Webster, S. A. (2013). Learner participation and engagement in open online courses: Insights from the Peer 2 Peer University. Journal of Online Learning and Teaching, 9(2), 160. Retrieved from http://bit.ly/2CYPjpw
   Google Scholar
• Alario-Hoyos, C., Pérez-Sanagustín, M., Cormier, D., & Delgado-Kloos, C. (2014). Proposal for a conceptual framework for educators to describe and design MOOCs. Journal of Universal Computer Science, 20(1), 6–23. Retrieved from http://bit.ly/2zgAoEV
   Web of Science ®Google Scholar
• Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., & Muñoz-Organero, M. (2014). Delving into participants’ profiles and use of social tools in MOOCs. IEEE Transactions on Learning Technologies, 3(7), 260–266.
   Google Scholar
• Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada, G. H. A., Muñoz-Organero, M., & Rodríguez-de-las-Heras, A. (2013). Analysing the impact of built-in and external social tools in a MOOC on educational technologies. Presented at the 8th European Conference on Technology Enhanced Learning (pp. 5–18), EC-TEL2013, Paphos, Cyprus, Springer.
   Google Scholar
• Annabi, C. A., & Wilkins, S. (2016). The use of MOOCs in transnational higher education for accreditation of prior learning, programme delivery, and professional development. International Journal of Educational Management, 30(6), 959–975.
   Web of Science ®Google Scholar
• Atiaja, L. N. A., & Proenza, R. S. G. (2016). The MOOCs: Origin, characterization, principal problems and challenges in higher education. Journal of e-Learning and Knowledge Society. 12, 1. Retrieved from http://bit.ly/2zhzI24
   Web of Science ®Google Scholar
• Bozkurt, A., Keskin, N. O., & De Waard, I. (2016). Research trends in Massive Open Online Course (MOOC) theses and dissertations: Surfing the tsunami wave. Open Praxis, 8(3), 203–221.
   Web of Science ®Google Scholar
• Brailas, A., Avani, S. M., Gkini, C., Deilogkou, M. A., Koskinas, K., & Alexias, G. (2017). Experiential learning in action: A collaborative inquiry. The Qualitative Report, 22(1), 271. Retrieved from http://bit.ly/2kY898F
   Web of Science ®Google Scholar
• Breakwell, N., & Cassidy, D. (2013). Surviving the avalanche: Improving retention in MOOCs. Presented at the Sixth International Conference of MIT’s Learning International Networks Consortium (LINC), Cambridge, MA. Retrieved from http://bit.ly/2kXwgo0.
   Google Scholar
• Brownell, J. E., & Swaner, L. E. (2010). Five high-impact practices: Research on learning outcomes, completion and quality. Washington, DC.: Association of American Colleges and Universities. doi:10.1111/teth.12035
   Google Scholar
• Cisel, M. (2014). Analyzing completion rates in the first French xMOOC. In U. Cress & C. D. Kloos (Eds.), Proceedings of the European MOOC Stakeholder Summit (pp. 26–32). Lausanne: Ecole Polytechnique Federale de Lausanne (Swiss Federal Institute of Technology in Lausanne).
   Google Scholar
• Clow, D. (2013). MOOCs and the funnel of participation. In D. Suthers (Ed.), Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 185–189). New York, NY: ACM.
   Google Scholar
• Comer, D., Baker, R., & Wang, Y. (2015). Negativity in massive online open courses: Impacts on learning and teaching and how instructional teams may be able to address it. InSight: A Journal of Scholarly Teaching. 10, 92–113. Retrieved from http://bit.ly/2kFIRwJ
   Google Scholar
• Conole, G. G. (2014). A new classification schema for MOOCs. The International Journal for Innovation and Quality in Learning, 2(3), 65–77. Retrieved from http://bit.ly/2pcbK8E
   Google Scholar
• Creswell, J. W. (2006). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• De Waard, I., Gallagher, M. S., Zelezny-Green, R., Czerniewicz, L., Downes, S., Kukulska-Hulme, A., & Willems, J. (2014). Challenges for conceptualising EU MOOC for vulnerable learner groups. In The Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 33–42). Retrieved from http://bit.ly/2ftsW2C
   Google Scholar
• Deale, C. S. (2015). An exploratory study of hospitality and tourism educators’ use and perceptions of MOOCs. Journal of Teaching in Travel & Tourism, 15(2), 150–165.
   Web of Science ®Google Scholar
• Dodge, L., & Kendall, M. E. (2004). Learning communities. College Teaching, 52(4), 150–155.
   Google Scholar
• Ettenger, K. (2009). Students as tourists and fledgling researchers: The value of ethnographic field courses for tourism education. Journal of Teaching in Travel & Tourism, 9(3–4), 159–175.
   Google Scholar
• Firmin, R., Schiorring, E., Whitmer, J., Willett, T., Collins, E. D., & Sujitparapitaya, S. (2014). Case study: Using MOOCs for conventional college coursework. Distance Education, 35(2), 178–201.
   Web of Science ®Google Scholar
• Gomez-Zermeno, M. G., & Aleman De La Garza, L. (2016). Research analysis on MOOC course dropout and retention rates. Turkish Online Journal of Distance Education, 17(2), 3–14.
   Web of Science ®Google Scholar
• Hansch, A., McConachie, K., Schmidt, P., Hillers, L., Newman, C., & Schildhauer, T. (2015). The role of video in online learning: Findings from the field and critical reflections. Retrieved from http://bit.ly/2rh6Nf8
   Google Scholar
• Hara, T., Moskal, P., Saarinen, C., & Instructure, I. D., Sr (2013). Preliminary analyses of a cutting-edge knowledge distribution method of MOOC (Massive, Open, Online Course) to teach tourism as an industry. Paper presented at the 3rd International Conference: Measurement and Economic Analysis of Regional Tourism, in Medellin, Colombia, November 6–7, 2011.
   Google Scholar
• Hollands, F. M., & Tirthali, D. (2014). Resource requirements and costs of developing and delivering MOOCs. The International Review of Research in Open and Distributed Learning, 15, 5. Retrieved from http://bit.ly/2zfEz3G
   Google Scholar
• Jansen, D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe: Status report based on a mapping survey conducted in October–December 2014. Retrieved from http://goo.gl/OWgSXq
   Google Scholar
• Kassens-Noor, E. (2012). Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets. Active Learning in Higher Education, 13(1), 9–21.
   Web of Science ®Google Scholar
• Kim, T., Yang, M., Bae, J., Min, B., Lee, I., & Kim, J. (2017). Escape from infinite freedom: Effects of constraining user freedom on the prevention of dropout in an online learning context. Computers in Human Behavior, 66, 217–231.
   Web of Science ®Google Scholar
• Koutropoulos, A., & Zaharias, P. (2015). Down the rabbit hole: An initial typology of issues around the development of MOOCs. Current Issues in Emerging e-Learning, 2(1), 4. Retrieved from http://bit.ly/2BPU4lW
   Google Scholar
• Leontyev, A., & Baranov, D. (2013). Massive open online courses in chemistry: A comparative overview of platforms and features. Journal of Chemical Education, 90(11), 1533–1539.
   Web of Science ®Google Scholar
• Lin, J. (2017). Massive Open Online Courses: Expand the horizon of the visible. Manuscript submitted for publication.
   Google Scholar
• Lin, J., & Cantoni, L. (In press). Decision, implementation, and confirmation: Experiences of instructors behind tourism and hospitality MOOCs. The International Review of Research in Open and Distributed Learning, 19.
   Google Scholar
• Lin, J., & Cantoni, L. (2017). Assessing the performance of a tourism MOOC using the Kirkpatrick model: A supplier’s point of view. In R. Schegg & B. Stangl (Eds.), Information and communication technologies in tourism 2017. Cham: Springer. doi:10.1007/978-3-319-51168-9_10
   Google Scholar
• Lin, J., Kalbaska, N., & Cantoni, L. (2016). How to develop and evaluate an eTourism MOOC: An experience in progress. e-Review of Tourism Research (Ertr). 7, 1–5. Retrieved from http://bit.ly/2kY0xmB
   Google Scholar
• Lin, J., Kalbaska, N., Tardini, S., Decarli Frick, E., & Cantoni, L. (2015). A journey to select the most suitable MOOCs platform: The case of a Swiss University. In S. Carliner, C. Fulford, & N. Ostashewski (Eds.), Proceedings of EDMEDIA 2015–World conference on educational media and technology (pp. 273–283). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved from http://bit.ly/2pc2voY
   Google Scholar
• Littlejohn, D., & Watson, S. (2004). Developing graduate managers for hospitality and tourism. International Journal of Contemporary Hospitality Management, 16(7), 91–99.
   Google Scholar
• Liyanagunawardena, T. R., & Williams, S. A. (2014). Massive open online courses on health and medicine: Review. Journal of Medical Internet Research, 16(8), e191.
   PubMed Web of Science ®Google Scholar
• Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating in a MOOC. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. De Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th international conference on networked learning 2010 (pp. 266–275). Lancaster: University of Lancaster. Retrieved from http://bit.ly/2BBn0Ry
   Google Scholar
• Marchiori, E., & Cantoni, L. (2017). Applying the counselling-learning approach to a tourism-related massive open online course. Journal of Teaching in Travel & Tourism, (2017), 1–17. doi:10.1080/15313220.2018.1404697
   Google Scholar
• Marshall, S. (2013). Evaluating the strategic and leadership challenges of MOOCs. Journal of Online Learning and Teaching, 9(2), 216. Retrieved from http://bit.ly/2l0w9Z1
   Google Scholar
• Melicherikova, Z., & Piovarci, A. (2016). Experience with massive open online courses in Slovakia. Journal of e-Learning and Knowledge Society. 12, 1. Retrieved from http://bit.ly/2BySCY9
   Web of Science ®Google Scholar
• Murphy, J., Horton-Tognazzini, L., & Williams, A. (2014). Exploring effective diffusion of tourism and hospitality MOOCs. Paper presented at TEFI8 2014 Transformational Learning Conference: Transformational Learning: Activism, empowerment and political agency in tourism education (p. 190), University of Guelph, Canada, June 4–7, 2014.
   Google Scholar
• Murphy, J., Kalbaska, N., Cantoni, L., Horton-Tognazzini, L., Ryan, P., & Williams, A. (2016). Massive open online courses (MOOCs) in tourism. In P. Benckendorff & A. Zehrer (Eds.), Handbook of teaching and learning in tourism (pp. 154–172). Cheltenham: Edward Elgar.
   Google Scholar
• Murphy, J., Kalbaska, N., Horton-Tognazzini, L., & Cantoni, L. (2015). Online learning and MOOCs: A framework proposal. In I. Tussyadiah & A. Inversini (Eds.), Information and communication technologies in tourism 2015. Cham: Springer. doi:10.1007/978-3-319-14343-9_61
   Google Scholar
• Murphy, J., Kalbaska, N., Williams, A., Ryan, P., Cantoni, L., & Horton-Tognazzini, L. C. (2014). Massive open online courses: Strategies and research areas. Journal of Hospitality & Tourism Education, 26(1), 39–43.
   Google Scholar
• Murphy, J., Tracey, J. B., & Horton-Tognazzini, L. (2016). MOOC camp: A flipped classroom and blended learning model. In A. Inversini & R. Schegg (Eds.), Information and communication technologies in tourism 2016 (pp. 653–665). Cham: Springer. doi:10.1007/978-3-319-28231-2_47
   Google Scholar
• Murphy, J., Williams, A., & Lennox, A. (2013, July 10–12). MOOCs in vocational education and training and higher education. In: L. O’Cornor (Ed.), Proceedings of the 22nd National Vocational Education and Training Research Conference “NO FRILLS”, Mooloolaba, Australia (pp. 76–82)). Adelaide: NCVER.
   Google Scholar
• Murphy, J., Williams, A., Ryan, P., Kalbaska, N., & Cantoni, L. (2013, October 16–19). Massive open online course (MOOC) adoption and implementation. In Proceedings of EuroCHRIE 2013 Cooperative Education and Research for Hospitality and Tourism, Freiburg, Germany. London, UK: Routledge.
   Google Scholar
• Najafi, H., Rolheiser, C., Harrison, L., & Håklev, S. (2015). University of Toronto instructors’ experiences with developing MOOCs. The International Review of Research in Open and Distributed Learning, 16, 3.
   Google Scholar
• O’Mahony, B., & Salmon, G. (2014). The role of massive open online courses (MOOCs) in the democratization of tourism and hospitality education. In D. Dredge, D. Airey, & M. J. Gross (Eds.), Handbook of tourism and hospitality education (pp. 130–142). London: Routledge.
   Google Scholar
• Ozturk, H. T. (2015). Examining value change in MOOCs in the scope of connectivism and open educational resources movement. The International Review of Research in Open and Distributed Learning, 16, 5.
   Web of Science ®Google Scholar
• Peters, G., & Seruga, J. (2016). A supply sided analysis of leading MOOC platforms and universities. Knowledge Management & E-Learning: An International Journal (KM&EL), 8(1), 158–181. Retrieved from http://bit.ly/2zeZunA
   Web of Science ®Google Scholar
• Purser, E. R., Towndrow, A., & Aranguiz, A. (2013). Realizing the potential of peer-to-peer learning: Taming a MOOC with social media. Retrieved from http://bit.ly/2rh1Umk.
   Google Scholar
• Ryan, P., Horton-Tognazzini, L., & Williams, A. (2016). A snapshot of MOOCs in hospitality and tourism. Journal of Hospitality & Tourism Education, 28(2), 107–112.
   Web of Science ®Google Scholar
• Sancho, J. (2016). Learning opportunities for mass collaboration projects through learning analytics: A case study. IEEE Revista Iberoamericana De Tecnologias Del Aprendizaje, 11(3), 148–158.
   Web of Science ®Google Scholar
• Shah, D. (2016). By the numbers: MOOCS in 2015. Retrieved from http://bit.ly/2e1XmIF
   Google Scholar
• Slomanson, W. R. (2014). Blended learning: A flipped classroom experiment. Journal of Legal Education, 64(1), 93. Retrieved from http://bit.ly/2CXQMMN
   Web of Science ®Google Scholar
• Veletsianos, G., & Navarrete, C. (2012). Online social networks as formal learning environments: Learner experiences and activities. The International Review of Research in Open and Distributed Learning, 13(1), 144–166.
   Web of Science ®Google Scholar
• Veletsianos, G., & Shepherdson, P. (2015). Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time. The International Review of Research in Open and Distributed Learning, 16, 3.
   Google Scholar
• Weir, B., Dale, N., & Deery, M. (2014). Student engagement in tourism problem-based learning: A comparison of online and face-to-face delivery modes. In C. P. Monica (Ed.), CAUTHE 2014: Tourism and hospitality in the contemporary world: Trends, changes and complexity (pp. 1186–1190). Brisbane: School of Tourism: University of Queensland. Retrieved from http://bit.ly/2zg4Crg
   Google Scholar
• Weissmann, J. (2012). The single most important experiment in higher education. The Atlantic, 18. Retrieved from http://theatln.tc/2pa5xK4
   Google Scholar
• Wong, T. M. (2015). Pedagogic orientations of MOOC platforms: Influence on course delivery. Asian Association of Open Universities Journal, 10(2), 49–66.
   Google Scholar
• Woodgate, A., Macleod, H., Scott, A. M., & Haywood, J. (2015). Differences in online study behaviour between sub-populations of MOOC learners. Educación XX1, 18(2), 147.
   Web of Science ®Google Scholar
• Zhan, Z., Fong, P. S., Mei, H., Chang, X., Liang, T., & Ma, Z. (2015). Sustainability education in massive open online courses: A content analysis approach. Sustainability, 7(3), 2274–2300.
   Web of Science ®Google Scholar