Encouraging technology facilitated learning (TFL) in hospitality and tourism education: Communities of Practice – a possible solution?

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This study aims to evaluate the effectiveness of developing a Community of Practice (CoP) around Technology Facilitated Learning (TFL) that strives to enhance and develop best practice in TFL around learning and teaching, specifically assessment and feedback. It has become apparent in recent years that such an informal community exists in the Department of Hospitality and Tourism Management, and more widely within the Ulster Business School, in relation to the uptake and adoption of TFL, specifically in relation to assessment and feedback. Hence, this project seeks to galvanise that progress and further develop this community for the benefit of staff and students alike. This CoP focuses on the development of guides, case studies, wikis and a mentor system in the implementation of particular aspects of TFL. The evaluation of this project is through an evaluation of the effectiveness of the technologies with students and interviews with staff who have been involved with the CoP in order to implement TFL technologies in their own teaching, seeking to determine their effectiveness and the effectiveness of the support of the CoP in doing so.
Original languageEnglish
Title of host publicationProceedings of the Annual Conference for the Council of Hospitality Management Education
Place of PublicationBuxton, Derby
PublisherUniversity of Derby
Pages175-189
ISBN (Print)9780901437754
Publication statusPublished - 2014

Keywords

  • Communities of practice (CoP)
  • technology facilitated learning (TFL)
  • learning communities.

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  • Cite this

    Carruthers, C., & McMahon-Beattie, U. (2014). Encouraging technology facilitated learning (TFL) in hospitality and tourism education: Communities of Practice – a possible solution? In Proceedings of the Annual Conference for the Council of Hospitality Management Education (pp. 175-189). University of Derby.