Research Title Proposal

Proponent(s) Information

Name (s) Contact(s)/Email(s)

1. Miguel Angelo N. Binatac binatacmn@students.national-u.edu.ph

2. Krystiane V. Louis L. Cayanan cayanankl@students.national-u.edu.ph
3. John Zion Duenas duenasjv1@students.national-u.edu.ph
4. Princess Dianne V. Embalsado embalsadopv@students.national-u.edu.ph
5. Roland Carlo S. Valerio valeriors@students.national-u.edu.ph

Research Title (1): Output-based Performance: Impacts of virtual learning education to

the pedagogical methods of tourism professor.

Rationale of the Study

Coronavirus disease 2019 (COVID-19) was first identified in December 2019 (Zhai & Du,
2020), Globally and dramatically spreading. The disease unexpected spread had a significant
impact on all elements of university operations, particularly teaching and learning. By March 18,
2020, 107 countries have implemented nationwide school closures in response to the pandemic
(Viner et al., 2020). The outbreak of the epidemic has forced all academic staff to seek for
effective and technical ways to carry out teaching and learning, which this study will assess the
affect of virtual learning on teaching methods of different branches in the faculty of tourism
management and their different methods of teaching in this flexible learning. According to
Hanqin, Qinghui, and Chenxi (2021), Colleges and universities encourage and help teachers to
actively use online resources to undertake teaching throughout the extended winter holiday to
ensure consistent teaching and learning. The advent of the epidemic spurred teachers to
recognize the value and necessity of online instruction, as well as the relevance of recognizing
related abilities. Oppositely, Wingo, N. P., Ivankova, N. V., & Moss, J. A. (2017) mentioned
concerns among faculty regarding their perceived barriers to student success in online classes.
Indicated in that faculties, are concerned about their ability to help students thrive in an online
learning environment and another serious concern among faculty teaching online has been the
potential for students to cheat.
Moreover, to get quality indicators, effective online teachers facilitate, connect, lead, and work in
synchrony with students (Frazer, C., Sullivan, D. H., Weatherspoon, D., & Hussey, L., 2017). In
particularly student success, student improvement over time, and student application of
knowledge to the professional role.

Virtual learning is becoming a bigger element of the education system all around the world.
Education has become more convenient and accessible to everyone thanks to the internet. Even
though online and distant learning have been around for a long time, the introduction of the
online form of taking classes was a game changer.

There is a gap in the literature that focus on impacts of VLE on the different teaching methods of
professors in tourism. An integrative review by Windes L., and Faye L., (2014) stated that it
appears that there are different perceptions across institutional types for teaching online, which
may influence institutional strategies.

The study aims to examine the impacts of virtual learning to tourism professors and their
pedagogical methods that will serve as input to effective learning experience. Specifically, the
study will answer the following research questions:
1. How does Virtual learning change the pedagogical methods of the professor?
2. What are the Teaching methods that tourism professors used in managing virtual
learning?
3. How does the faculty of tourism view the impact of virtual learning?

References:
Zhaia And Dub, Y. X. (2020, March 19). NCBI - Mental health care for international Chinese
students affected by the COVID-19 outbreak. NCBI.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7103995/

Qiu, H., Li, Q., & Li, C. (2021, November 1). How technology facilitates tourism education in
COVID-19: case study of nankai University. ScienceDirect.
https://www.sciencedirect.com/science/article/pii/S1473837620302240#bib14

Viner, R. M., Russel, S. J., Crocker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell,
C., & Booy, R. (2020, May 1). School closure and management practices during
coronavirus outbreaks including COVID-19: a rapid systematic review. ScienceDirect.
https://www.sciencedirect.com/science/article/pii/S235246422030095X
 Wingo, N. P., Ivankova, N. V., & Moss, J. A. (2017). Faculty Perceptions about Teaching
Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing
Framework. Online Learning, 21(1). https://doi.org/10.24059/olj.v21i1.761

Frazer, C., Sullivan, D. H., Weatherspoon, D., & Hussey, L. (2017). Faculty Perceptions of
Online Teaching Effectiveness and Indicators of Quality. Nursing Research and Practice,
2017, 1–6. https://doi.org/10.1155/2017/9374189

D. Nambiar (2020). The impact of online learning during COVID19: students' and teachers’
perspective. International Journal of Indian Psychology, 8(2), 783-793.
DIP:18.01.094/20200802, DOI:10.25215/0802.094

Windes, DL. & Lesht, F. (2014). The Effects of Online Teaching Experience and Institution Type
on Faculty Perceptions of Teaching Online. Westga.
https://www.westga.edu/~distance/ojdla/spring171/windes_lesht171.html

Research Title (2): Perception on the effectiveness of virtual learning education in practical
training of tourism students

Rationale of the Study

The rapid growth of the tourism industry creates a larger number of jobs. As tourism plays an
important role in the economy, there is a need to examine tourism education relation to
employment (Saner, T., Nesrin, MB., & Serife, ZE. 2016). Tourism education is important in
preparing students to achieve the professional and practical skills that the tourism industry
requires. Given the labor-intensive nature of the tourism industry, practical training is
unquestionably as vital as theoretical training. Practical training is required in tourism education
for students to be able to put what they have learnt into practice and to build personal skills and
competencies. The purpose of this study was to reveal the perceptions of students toward the
effectiveness of virtual learning education on their practical learning. Furthermore, this research
aimed to assess the skills and capabilities of students within the scope of practical training
courses. According to Al-jaber, M., & Al-Ghamdi, S., (2020) stated that virtual learning is
essential for developing energy and environmental research and education, and the impact of this
pandemic on the global energy ecosystem emphasizes the value of virtual learning even more.
On the other hand (Huertas, A., 2007), teaching and learning in a virtual learning environment
VLE presents some problems, but also chances to rethink the entire learning process, especially
in abstract areas such as logic or high-level mathematics. Resources and work methods, on the
other hand, are now available in VLEs.

In recent years, the tourism business has grown at a remarkable pace. Meanwhile, the burgeoning
tourist industry continues to face a slew of issues, including a severe scarcity of tourism
personnel, an unbalanced tourism structure, and so forth. In fact, gaining employment in the
tourism business for tourism major graduates has two fundamental challenges: a low admission
rate and a high turnover rate (He, J., & Wang, Z. 2019).

Therefore, to determine the effectiveness of virtual learning education in the practical training of
tourism students, there is an enthralling need to fill an obvious gap to the literature related to the
subject of the study and the results thereof is believed to contribute to the importance of practical
trainings in tourism education

The study aims to examine the effectiveness of VLE in practical training of tourism students that
will serve as input to effective learning experience. Specifically, the study will answer the
following research questions:

1. What are the perception of the student towards practical training?

2. How effective does Virtual learning Education to the practical training of the students?
3. What are the perception of tourism sectors towards students that is engage in VLE?

References:
Huertas, A. (2007). Teaching and Learning Logic in a Virtual Learning Environment. Logic
Journal of IGPL, 15(4), 321–331. https://doi.org/10.1093/jigpal/jzm023
 Al-Jaber, M. A., & Al-Ghamdi, S. G. (2020). Effect of virtual learning on delivering the
education as part of the sustainable development goals in Qatar. Energy Reports, 6, 371–
375. https://doi.org/10.1016/j.egyr.2020.11.174

Saner, T., Bahçelerli, NM., & Eyupoglu, S. Z. (2016). The Importance of practical training in
tourism education. ResearchGate.
https://www.researchgate.net/publication/312127628_The_Importance_of_Practical_Training_In
_Tourism_Education
He, J., & Wang, Z. (2019, October 7). On Demands of Tourism Market and Talents Cultivation
in Higher Tourism Education. Atlantis Press. https://www.atlantis-
press.com/proceedings/icedem-19/125918916