CirVath International Journal of Tourism 9 by Vatel

Les Cahiers Internationaux du Tourisme CirVath International Journal of Tourism

Publication mai 2017 Centre International de Recherche Vatel en Tourisme et HĂ´tellerie

Vatel 140, rue Vatel BP 7128 30913 NĂŽmes Cedex - France

Les Cahiers Internationaux du Tourisme numĂŠro 9

Les Cahiers Internationaux du Tourisme numĂŠro 9 CirVath International Journal of Tourism

Publication du

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LES CAHIERS INTERNATIONAUX DU TOURISME CIRVATH INTERNATIONAL JOURNAL OF TOURISM

Alain SEBBAN Préface

Page 9

Preface

Page 10

Dr Luc BÉAL, Martial BOMBRAULT, Alexandre DANJOU, Éric GUILLERMAIN Quel dispositif de formation pour les personnels de contact, acteurs fondamentaux de la performance de l’industrie hôtelière ? Page 11 Dr Line LAFFOND Distances pédagogiques et savoirs

Page 35

Malek BOUZAIEN Le bon usage des moyens informatiques

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Maria Paz A. CASTRO Readability index of a teaching and learning courseware in event management Page 93 -7© CirVath - les Cahiers Internationaux du Tourisme - n° 9

Dean & Professor Robert MCKENZIE A case study into the effectiveness of technology and virtual learning environments on hospitality education in Thailand Page 107 Lorena P. VALERIO Hospitality management students experiences and views on the integration of facebook in promoting classroom communities of practice Page 129 Jester G. ARELLANO, Kim Marie R. CASTILLO, Tiffany Anne G. SANTUYO Formative evaluation of online laboratory culinary module on chicken fabrication Page 157 Utanes Godofredo CRISTOBAL, Craig ALBRIGHTSON, Raju PAKALAPATI Singapore hotels’ use of technology for productivity, customer service and branding Page 171 Maria Paz A. CASTRO Maximizing bigsky in the efficient delivery of the event, management course in international hospitality management Page 213

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PRÉFACE La publication de la 9e édition des Cahiers Internationaux du Tourisme du CirVath a permis aux enseignants des écoles Vatel et aux professionnels partenaires de discuter d’un thème, ô combien d’actualité, sur la compatibilité des nouvelles technologies et l’enseignement du management hôtelier. Je suis très fier que ces travaux aient généré autant d’enthousiasme dans nos écoles. Même si les métiers de l’hôtellerie sont basés essentiellement sur les relations humaines il est important de réfléchir à comment mettre aux services de ces métiers hôteliers, les nouvelles technologies de manière efficace pour préparer la révolution numérique à laquelle nous assistons chaque jour un peu plus dans nos vies. A Vatel, nous avons déjà commencé à prendre ce virage digital avec la solution Vatel E-Learning qui propose des solutions de formation à distance pour les personnels de contact des hôtels. Cependant, à la lecture des articles et de leur qualité indéniable, je ne doute pas que nous pouvons encore aller plus loin dans ce domaine. Le Conseil Académique et les départements de Vatel Corporate pourront y travailler dans les mois et années à venir. Une nouvelle fois, en tant que Président du CirVath et président du Groupe Vatel, je souhaite que la dynamique insufflée par le Conseil scientifique et renforcée par tous ces travaux se perpétue comme signe de vivacité des esprits dans nos écoles et d’innovation pédagogique. J’invite donc chacun à proposer de nouveaux thèmes d’étude, de recherche et de réflexion. Alain SEBBAN Président

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PREFACE The publication of the 9th edition of the CirVath’s International Journal of Tourism has allowed Vatel school teachers and professional partners to discuss a highly topical subject, regarding the compatibility of new technologies vs. teaching of hotel management. I am very proud that this work has generated so much enthusiasm in our schools. Hotel business is mainly based on human relations. However, I am convinced that it is important to think about how to support hotel businesses with the new technologies as an efficient way to prepare the digital revolution which we are witnessing every day a little more in our lives. At Vatel, we have already started to take this digital turn with the Vatel E-Learning solution, which offers distance training solutions for hotel staff. However, from reading the articles and their undeniable quality, I have no doubt that we can go further in this area. The Academic board and Vatel Corporate will be able to work on it within the months and years to come. Once again, as CirVath President and Vatel Group President, I hope that the momentum generated by the Scientific Council and reinforced by all this work will continue as a sign of liveliness of spirit in our schools and academic innovation. Thus, I invite and encourage everyone to propose new topics for research and reflection. Alain SEBBAN President

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QUEL DISPOSITIF DE FORMATION POUR LES PERSONNELS DE CONTACT, ACTEURS FONDAMENTAUX DE LA PERFORMANCE DE L’INDUSTRIE HÔTELIÈRE ? Dr Luc BÉAL, Martial BOMBRAULT, Alexandre DANJOU et Éric GUILLERMAIN*

RÉSUMÉ Au cours des dernières années, la diffusion de l’internet a affecté de manière spectaculaire l’ensemble des fonctions opérationnelles d’un établissement hôtelier. Bien qu’utilisé principalement par les fonctions marketing et communication, l’internet est en mesure de modifier profondément le mode d’exécution d’autres fonctions opérationnelles fondamentales, telles que la distribution ou la formation des personnels. La prolifération et la popularité de l’internet permettent désormais une séparation des apprenants de leurs formateurs, à la fois dans le temps et l’espace. L’internet permet la mise en œuvre de solutions de formation efficientes et efficaces au sein d’une industrie hôtelière aux personnels et établissements fortement dispersés. Quelles caractéristiques d’un dispositif de formation en déterminent l’économie et l’efficacité ? Quelles dimensions cognitives, psychologiques, sociales et organisationnelles expliquent la manière dont l’apprenant évalue une formation, décide de son niveau d’engagement et détermine in fine l’impact de la formation sur la performance d’un établissement hôtelier ? * Vatel E-learning

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ABSTRACT It has become clear that the Internet has dramatically affected all aspects of hotel operations. Although it has been primarily used as a medium for marketing and communications, it also has the potential to reshape the way in which many other vital operations are performed, such as the distribution of training programs. Its proliferation and popularity now makes it possible to separate trainees and trainers by both time and location. Because of the wide dispersion of employees and properties, many of the large hospitality companies are well-suited to adopt this new training tool. This article explores how the design a training program determines its efficacy and efficiency, and how the cognitive, psychological, social and organizational factors determine the trainee’s evaluation of a program, whether and how much he decides to engage in it, with variable impact on a hotel’s bottom line? INTRODUCTION PERFORMANCE HÔTELIÈRE ET FORMATION AUX COMPORTEMENTS ORIENTÉS CLIENT Les avis et commentaires des utilisateurs sont une composante fondamentale du processus d’achat d’un hébergement, ainsi qu’en attestent pour Tripadvisor les 390 millions de visiteurs uniques mensuels, et les quelque 435 millions d’avis sur près de 7 millions d’hébergements qui y sont référencés. Le bouche à oreille (word of mouth, ou « WOM ») exerce une influence sur le processus de décision et les intentions d’achat (e.g. Bansal, 2000, Herold et al., 2016). En particulier, dans le cas de services à niveau d’engagement élevé, c’est-à-dire ayant un prix élevé ou comportant un risque élevé de fortes conséquences émotionnelles (hôtel en état de délabrement avancé, environnement d’une chambre particulièrement bruyant…), le processus de décision conduisant à l’achat est complexe, et s’appuie sur la collecte à la fois d’informations - 12 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

(emplacement géographique de l’hôtel, horaires du petit-déjeuner…) et d’avis résultant de l’expérience d’un autre utilisateur du service, relayés par un tiers de confiance (TripAdvisor...). Ainsi donc, la satisfaction de l’utilisateur affecte non seulement sa décision de ré-achat (loyauté), mais aussi la réputation du prestataire auprès d’utilisateurs éventuels du service. La réputation en ligne (ou ‘e-réputation’) a des conséquences sur la performance de son établissement (Anderson, 2016) : le taux de remplissage, le prix moyen par chambre (‘ADR’) et le revenu par chambre (‘REVPAR’). En cas d’avis négatif en particulier, la réclamation exprimée par le client est en effet assimilable à une demande d’information, de rectification et/ou de compensation. Le client consommateur d’un service considère en effet qu’il existe une implicite promesse de justice, tant il lui est difficile d’évaluer la prestation avant de l’avoir expérimentée (Seiders et Berry, 1998). Considérons la relation entre le client et le personnel en contact dans la promesse de justice faite à ce dernier (Folger R. et Cropanzano R., 1998 - cités par Sabadie, 2006 : 50). La gestion de la réclamation incombant aux différents personnels en contact avec le client, il faut effectuer une distinction entre le fait pour le personnel de contact de manifester un certain respect vis-à-vis de la personne exprimant sa réclamation (politesse, empathie, bienveillance), et d’autre part sa prise de décision face au problème. Ainsi, un client ayant formulé une réclamation serait plus tolérant vis à vis d’une réponse qui ne lui est pas favorable si une justification adéquate est apportée (Shapiro, 1991). Les éléments de justice contribuent ainsi à réduire le sentiment de frustration et de colère des clients. Ils permettent de réduire l’impact d’une décision défavorable au client (c’est-à-dire son sentiment d’un défaut de justice suite au refus d’un échange ou d’un remboursement par exemple). Boshoff et Leong (1998) ont montré, en étudiant deux environnements de service distincts (transport aérien et services bancaires), que les clients confrontés à un incident de service accordaient plus d’importance au fait que l’entreprise accepte la - 13 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

responsabilité de l’erreur qu’à la capacité du personnel à gérer rapidement le problème et à formuler des excuses. L’hôtelier peut ainsi introduire des éléments procéduraux tels que l’accessibilité, la simplicité du processus de réclamation ou la vitesse de réponse. Tax et alii (1998) ont cependant établi que l’interactivité est le facteur déterminant de la satisfaction vis-à-vis d’un processus de gestion des réclamations ; et la capacité d’écoute et d’empathie du personnel en contact en sont la composante principale. Maxham et alii (2003 : 46) observent que, les personnels en contact avec le client étant le plus souvent le principal vecteur de l’image de la marque, il est fondamental qu’ils adhèrent à la stratégie de l’entreprise. L’industrie hôtelière a besoin de personnels de contact à la fois en mesure d’appliquer les référentiels métiers spécifique à leur poste (réceptionniste, gouvernante…) pour produire un service conforme aux attentes du client, mais qui soient également un point d’écoute des commentaires et réclamations du client le long de son parcours expérientiel. Voire, lorsque les procédures de gestion des incidents ne sont pas excessivement formalisées, le personnel en contact a la possibilité d’évaluer la situation et de s’adapter au contexte en proposant une stratégie de réponse spécifique. C’est ce que Maxham et alii (ibid.) appellent les comportements hors-rôle. C’est un enjeu fondamental de la formation des personnels en contact avec la clientèle. La formation professionnelle, dans l’hôtellerie-restauration comme dans toute industrie, est traditionnellement structurée selon un objectif de préparation des personnels à des métiers spécifiques : réceptionniste, responsable de point de restauration, maître d’hôtel, etc (FAFIH, 2017 pour le cas français). Pour chaque métier est ainsi inventorié l’ensemble des compétences techniques et savoir-faire nécessaires pour qu’une personne puisse prendre la responsabilité complète d’un poste correspondant au métier visé. La formation initiale reçue par chaque personnel en contact avec la clientèle est très largement axée sur les compétences techniques requises par - 14 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

le poste, au détriment de compétences associées à la gestion de la relation client, cette interactivité caractérisée ci-dessus (Tax et alii, op.cit.). Parmi les leviers permettant le développement de comportements orientés clients (Simpson et al. 2013, An and Noh, 2012 ; Kang and Hyun, 2012; Mechinda and Patterson, 2011; Pimpakorn and Patterson, 2010), la formation est principalement mise en avant (Bitner et al., 1990, Lewis and Entwistle,1990; Ro and Chen, 2011; Schneider and Bowen, 1984, 1985; Schneider et al., 1994), en ce qu’elle permet à l’employé d’ « identifier les comportements nécessaires à une bonne qualité de service, de manière à améliorer leurs propres comportements » (Kamin, 2006 : 23). Les dispositifs de formation devant être mis en place à cet effet doivent ainsi non seulement permettre l’identification de tels comportements par l’apprenant, mais également leur mise en œuvre. Pour un employeur, l’évaluation du dispositif de formation proposé portera ainsi sur sa capacité à modifier les comportements orientés utilisateurs. TYPOLOGIE ET CRITÈRES DE DIFFÉRENCIATION DES DISPOSITIFS DE FORMATION Nous entendons par « dispositif de formation » : « une organisation de ressources (humaines, pédagogiques, matérielles, etc.) qui agence des situations susceptibles d’entrer en résonance avec les dispositions des apprenants» (Lameul et al., 2009). Apparaît ici la notion de distance en formation, entre le dispositif de formation et le sujet-apprenant. Selon Moore (1993), la distance en formation est principalement transactionnelle, et non spatiale ou temporelle. Elle correspond à « l’espace psychologique et communicationnel entre l’enseignant et l’apprenant mais aussi entre les apprenants » (ibid., 1993 : 23). Ainsi, toute expérience formative intègre un degré de distance dans les transactions entre l’apprenant et son environnement éducatif. Lesdites transactions se définissent comme les processus créatifs de confrontation et de croisement de points de - 15 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

vue, d’ajustements mutuels, d’accommodements visant la création et le développement d’une communauté d’apprentissage (Jézégou, 2009). Les technologies de l’information et de la communication permettant la création de communautés virtuelles d’échanges, de production et de diffusion de connaissances, cette perspective transactionnelle est particulièrement pertinente. Ces communautés virtuelles d’apprentissage ne peuvent toutefois émerger qu’à certaines conditions structurelles et communicationnelles (Moore, 1996). LA STRUCTURE D’UN DISPOSITIF DE FORMATION La structure détermine le degré de liberté de choix ouvert à l’apprenant dans la détermination des différentes composantes de ce dispositif. Tout dispositif intègre 13 composantes en trois grandes catégories : spatio-temporelles, pédagogiques et de la communication éducative médiatisée. (Jézégou, 2005, Jézégou, 2009, op.cit : 5). N°

LES 13 COMPOSANTES SUSCEPTIBLES D’OUVRIR DES LIBERTÉS DE CHOIX À L’APPRENANT

Le lieu

L’apprenant a-t-il la possibilité de choisir et de négocier le ou les différents lieux de sa formation ?

Le temps

Le(s) temps de formation est-il négocié avec la personne ?

L’accès

L’accès à la formation est-il suffisamment souple pour accepter à tout moment une personne qui en exprime le souhait ?

Le cheminement

L’apprenant a-t-il la possibilité de choisir plusieurs cheminements possibles dans son parcours global de formation ?

Le rythme

La formation proposée permet-elle à chacun de progresser à son propre rythme ?

La séquence

L’apprenant peut-il déterminer par lui-même l’ordre de succession de ses séquences d’apprentissage ?

Les objectifs

L’apprenant participe-t-il, tout ou partie, à la définition de ses propres objectifs d’apprentissage ?

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Les contenus

Les conditions nécessaires sont-elles créées pour que le stagiaire puisse définir les contenus qui lui conviennent le mieux ?

Le format

L’apprenant a-t-il le choix d’apprendre seul, en équipe ou les deux à la fois ?

Les méthodes

Des méthodes pédagogiques peuvent-elles être mises en œuvre à la demande du stagiaire ? Peut-il choisir les méthodes qui lui conviennent le mieux ?

Les moyens

Dispose-t-il de liberté de choix dans la détermination de ces moyens dans un panel spécifique et suffisamment varié ?

Les personnesressources

L’apprenant a-t-il la possibilité de déterminer et de solliciter par lui-même des personnes-ressources pour l’accompagner dans ses apprentissages ?

L’évaluation

L’apprenant peut-il déterminer les modalités d’évaluation de ses apprentissages ?

Tableau 1 : Treize critères de mesure du degré de liberté proposé à l’apprenant par un dispositif de formation (Jézégou, 2005 : 121). LES FONCTIONNALITÉS COMMUNICATIONNELLES DU DISPOSITIF Le dialogue encadré par le dispositif de formation « correspond aux interactions positives entre participants, permettant d’améliorer la compréhension des savoirs par l’apprenant» (Moore, 1993 : 24). Pour Garrison et Anderson (2003), ces interactions créent de la présence sociale qui permet aux participants d’une communauté d’apprentissage de se projeter socialement et émotionnellement au travers du média de communication utilisé. Naissent ainsi un climat et un espace social favorisant les apprentissages collaboratifs. La présence éducative des formateurs intervient dans la conception, la facilitation et la direction des processus cognitifs et sociaux pour atteindre des résultats d’apprentissage. Enfin, « la présence cognitive renvoie à la capacité des participants de construire et de confirmer le sens grâce à la réflexion et au dialogue dans une communauté d’apprentissage » (op.cit., p55). - 17 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

La structure et les fonctionnalités de communication sont les deux variables de la distance transactionnelle d’un dispositif de formation, (Saba et Shearer, 1994 : 350) : « plus l’ouverture d’un environnement éducatif augmente, plus il offre des possibilités d’augmentation d’une présence propice à l’apprentissage ». Dispositif de formation

Hautement ouvert +

Fermé ou peu ouvert -

Niveau élevé de présence

Faible degré de distance transactionnelle (B1)

Situation improbable (A1)

Faible niveau de présence

Situation probable (C1)

Fort degré de distance transactionnelle (D1)

Tableau 2 : 4 situations extrêmes liées au degré de distance transactionnelle d’un dispositif de formation (Jézégou, 2008). Parmi les situations extrêmes ci-dessus, C1 est tout à fait probable : très ouvert, le dispositif de formation offre beaucoup de libertés de choix aux apprenants pour le structurer, ce qui est théoriquement propice à un niveau élevé de présence.... toutefois, le dispositif ne parvient pas à provoquer l’interaction des apprenants entre eux ainsi qu’avec les formateurs (par exemple du fait de la faible présence éducative des formateurs dans l’animation de cet espace). D1 correspond à un dispositif de formation fortement structuré, laissant peu de possibilités de dialogue et produisant par conséquence peu de présence ; B1 correspond à un dispositif largement ouvert et autorisant un niveau élevé de présence. A1 est par contre très improbable, un dispositif très structuré étant peu propice à un niveau élevé de présence.

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DEGRÉ DE PRÉSENCE D’UN DISPOSITIF DE FORMATION ET AUTONOMIE DE L’APPRENANT S’agissant de concevoir un dispositif de formation (présentiel ou à distance), la question cruciale est celle du degré de présence souhaité au regard de l’objectif de la formation (par exemple, former les personnels de contact à la relation client). Et c’est à ce stade qu’il faut introduire un autre facteur déterminant : le degré d’autonomie de l’apprenant (Rogers, 1969) qui décrit la capacité à développer un plan personnel d’apprentissage pour trouver les ressources d’études dans son environnement de travail ou sa communauté et pour évaluer par lui-même quand son progrès est satisfaisant. Un dispositif de formation performant n’offre évidemment pas nécessairement un degré d’autonomie élevé de l’apprenant… mais certaines conditions d’environnement spécifiques imposent à l’apprenant un degré spécifique d’autonomie dans l’apprentissage : c’est le cas en formation continue où l’apprenant n’est pas toujours parfaitement isolé dans le temps et l’espace de son environnement professionnel (tâches à accomplir, sollicitations par collègues, superviseurs, clients…). Moore (1972 : 83) distingue selon que l’autonomie de l’apprenant porte sur la faculté de déterminer de ce qu’il apprend (objectifs), comment il l’apprend (exécution) et combien il en apprendra (évaluation). Selon Chen et Willits (1998), l’autonomie de l’apprenant se rapporte à sa capacité à être autodirigé, à travailler sans être guidé. Un apprentissage autodirigé est encadré par deux niveaux de contrôle : contrôle pédagogique d’une part, et contrôle psychologique d’autre part. Le premier détermine à quel degré l’apprenant peut exercer un contrôle sur les différentes composantes de ce dispositif et structurer ainsi ses propres situations d’apprentissage (Hiemstra, 2000). Le contrôle psychologique renvoie à l’auto-direction de l’apprenant, obéissant à deux dynamiques fondamentales : motivationnelle (Bandura, 2003), c’est à dire l’acte d’engagement en formation, la persévérance à apprendre. La seconde dynamique - 19 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

est l’autorégulation (Zimmerman, 2000, 2002) : c’est-à-dire la surveillance, le pilotage et l’évaluation de ses propres apprentissages. Ainsi, une personne présentant un niveau élevé de contrôle psychologique est fortement motivée et autorégulée … elle est hautement autodirigée. Un apprentissage autodirigé se joue dans les relations existant entre le degré de contrôle pédagogique exercé par le dispositif de formation et le degré de contrôle psychologique de l’apprenant. De telles configurations existent évidemment aussi bien dans des dispositifs en mode présentiel que dans les dispositifs de formation à distance. Plus l’environnement éducatif de l’apprenant est ouvert, plus grandes sont les possibilités de présence ; dès lors, comment faire en sorte qu’un dispositif de formation permette à l’apprenant de s’autodiriger, tout en tenant compte des contraintes afférentes à son activité professionnelle? L’autonomie conférée par le dispositif a trait aux temps et lieux d’apprentissage, aux objectifs et méthodes pédagogiques, aux moyens d’apprentissages (médias) ou encore aux personnes ressources (formateur, manager dans le cas de la formation continue). De quelle manière le formateur peut-il contribuer à un niveau élevé de présence ? Afin de permettre le développement d’une communauté d’apprentissage (Garrison et Anderson, op.cit., 2003), cette présence éducative permet de conseiller des conseils au collectif d’apprenants pour que ce dernier s’organise et collabore, tout en favorisant les échanges et les modes de communications spontanées entre les apprenants. Le formateur doit par sa présence à la fois orienter vers la méthode de résolution de problèmes, tout en lui laissant se l’approprier et la mettre en œuvre. Mais il doit veiller à ne pas imposer des règles trop formelles. Un telle ingénierie, à la fois basée sur l’ouverture du dispositif et la présence éducative des formateurs, contribue à un dispositif de formation doté d’un faible degré de distance transactionnelle. Elle crée ainsi des conditions susceptibles d’aider non seulement les apprenants à se constituer en communauté d’apprentissage mais aussi à exercer un contrôle sur leur formation et leurs apprentissages. - 20 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

ENGAGEMENT DE L’APPRENANT ET ÉVALUATION DU DISPOSITIF DE FORMATION Mais le design du dispositif de formations (structure, dialogue, autonomie de l’apprenant) n’en garantit pas l’efficacité. Demeure la question de l’engagement de l’apprenant à vis-à-vis de ce dernier. L’évaluation qu’il en fait déterminera son niveau d’engagement, et par conséquent la performance du dispositif. Cette évaluation peut être mise en évidence en analysant un dispositif de formation selon : les réactions qu’il inspire à l’apprenant, les apprentissages qui en résultent, les changements induits dans les comportements des apprenants, et enfin selon l’effet qu’il a sur la performance de l’organisation -e-réputation, taux de remplissage, prix moyen par chambre- (Kirkpatrick 1959, Alliger et al., 1997). Réactions (de l’apprenant) Réactions affectives Jugements quant à l’utilité Apprentissage Connaissance évaluée immédiatement Connaissance mémorisée Nouveau comportement, nouvelle compétence Transfert (ou comportement) Résultat

Figure 1 : Critères de caractérisation d’un dispositif de formation (Alliger et al., 1997 : 343). a. Les réactions des apprenants à une formation. L’apprenant étant un client de la formation, il est nécessaire de le satisfaire : ses réactions affectives influencent fortement la décision de l’apprenant de demeurer impliqué dans la formation et de la recommander à d’autres. Le dispositif doit être attrayant, ludique dans la présentation des contenus de formation, dans l’ergonomie (accès, évaluation…), dans le choix de média (ordinateur de bureau, tablette, smartphone…), le niveau d’immersion, d’identification, d’analogie des situations présentées à l’environnement familier à - 21 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

l’apprenant… L’apprenant a par ailleurs des réactions utilitaristes : « dans quelle mesure cette formation influencera-t-elle ma capacité future à faire votre travail ? », « est-elle pertinente ? », « a-t-elle une valeur pratique ? ». b. L’apprentissage, c’est-à-dire la capacité à exécuter des tâches, à construire des modèles mentaux élaborés. L’évaluation de cet apprentissage porte sur les connaissances immédiates (mesurable par exemple par des QCM…), sur les connaissances mémorisées, voire sur les comportements et compétences de l’apprenant. Une formation aux comportements hors-rôle susceptibles d’impacter positivement la satisfaction du client d’un hôtel vise ainsi non seulement l’acquisition de connaissances (adopter en réception d’hôtel les bonnes attitudes pour un accueil de qualité…), mais aussi la modification des comportements (savoir adopter le comportement adéquat pour traiter les incidents et conflits, en réduisant l’impact sur l’insatisfaction client…). c. Le critère de transfert ou de comportement consiste à évaluer si l’apprenant modifie son comportement sous l’effet de la formation. C’est la mise en application des connaissances qui importe. d. Le critère de résultat concerne enfin l’impact de la formation sur l’organisation (la réduction du nombre d’avis négatifs des clients concernant à la qualité de service dans le département concerné de l’hôtel -réception, femme de ménage, service en salle de restaurant…-, un meilleur taux de remplissage de l’hôtel, un prix moyen par chambre plus élevé). Il est toutefois hasardeux de tenter d’expliquer une amélioration de la performance de l’organisation par la seule dispensation d’une formation: d’autres facteurs peuvent avoir un effet simultané (par exemple la mise en vigueur de meilleurs dispositifs d’incitation des personnels), et les effets de la formation ne sont parfois mesurables qu’avec un certain retard après qu’elle se soit achevée. S’il importe de savoir établir s’il y a eu véritable apprentissage, celui-ci ne garantit pas que l’apprenant le mette effectivement en - 22 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

œuvre et modifie son comportement, par exemple face au client : l’engagement de l’apprenant vis-à-vis du dispositif de formation, qui se mesure en particulier par le degré d’inattention (‘off-task attention’ : Orvis et al., 2009), est comme nous l’avons vu un levier de l’efficacité de la formation, tout aussi important que les caractéristiques du dispositif. Un apprentissage auto-régulé, caractérisé par un niveau d’engagement élevé de l’apprenant, est propice à l’apprentissage, à l’adoption de nouveaux comportements, et in fine à une performance accrue de l’organisation. CONCEPTION D’UN DISPOSITIF DE FORMATION : QUELS ENSEIGNEMENTS POUR LES PERSONNELS HÔTELIERS ? Dans le cas d’un dispositif de formation en face à face, les apprenants sont en mesure d’exprimer directement leur éventuelle insatisfaction auprès du formateur et solliciter des ajustements… Un dispositif en e-learning sera plus contraignant sur ce point (ibid : 963), l’apprenant ne pouvant exprimer son insatisfaction qu’en se désengageant, avec de lourdes conséquences sur les effets d’apprentissage. Si le formateur est bien celui qui principalement contrôle le processus d’apprentissage dans les dispositifs en face à face, c’est par contre l’apprenant qui décide de son engagement (régularité d’accès, temps consacré, inattention, parcours accéléré lors d’une leçon…). Une manière d’influer sur la satisfaction d’un apprenant vis-à-vis d’un dispositif en e-learning est d’incorporer de façon routinière des éléments de contrôle de l’apprenant dans la structuration du dispositif, sans que pour autant ils ne dégradent l’expérience d’apprentissage par leur omniprésence, détournant les ressources cognitives de l’apprentissage proprement dit (DeRouin et al., 2005). A l’inverse, un trop important contrôle laissé à l’apprenant sur le processus a un impact négatif sur l’apprentissage (Mayer, 2004), en lui offrant par exemple la possibilité d’interrompre le déroulement d’une leçon, d’éviter certains contenus… - 23 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Il faut noter que le niveau d’engagement de l’apprenant vis-à-vis du dispositif est également fortement déterminé par l’environnement spatial et temporel dans lequel s’insère le dispositif. Tout individu disposant de ressources cognitives limitées à allouer à une activité, tout effort consacré à une tâche hors apprentissage (s’occuper d’un client, répondre à une sollicitation d’un collègue ou d’un supérieur…) limite d’autant la quantité de ressources cognitives allouables à une activité d’apprentissage (Kanfer & Ackerman, 1989). Le design du dispositif de formation ne permet que jusqu’à un certain point d’affranchir l’apprenant de tels contraintes environnementales. Un design adapté du dispositif de formation peut-il suffire à garantir l’efficacité de celle-ci, et prenant en considération la nature spécifique des métiers (front office, travail décousu, horaires irréguliers), de l’organisation du travail et de la gestion des ressources humaines (turnover, plusieurs équipes dans une même journée pour la même fonction, recours élevé aux saisonniers…), le niveau d’éducation des apprenants (certains postes exigent un niveau d’études peu élevé) ou encore les pratiques managériales, souvent structurées autour de la gestion du temps, des shifts et des cadences, plutôt que des critères plus pertinents pour optimiser la satisfaction client. OBSTACLES À L’ACCÈS DES PERSONNELS HÔTELIERS À LA FORMATION L’industrie hôtelière est par nature très intensive en main d’œuvre, et l’est d’autant plus que les exigences du client en matière de qualité de service sont élevées. Il en résulte en particulier pour les postes de front office, en contact avec la clientèle, une organisation du travail en équipes (une à deux équipes en journée), une grande variété des tâches à accomplir et une difficulté à ordonnancer des tâches à exécuter, du fait de la nécessité de répondre à tout moment aux demandes des clients. Ainsi, s’il est nécessaire de former ces personnels aux meilleures pratiques de gestion de la relation client, - 24 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

les solutions de formation mises en œuvre doivent considérer les contraintes d’organisation et d’environnement de travail des intéressés, de manière à minimiser les perturbations induites en matière de qualité de service lors de l’administration des sessions de formation. Le turnover élevé du personnel en hôtellerie (Hinkin et al., 2000, Faldetta et al., 2013, Bonn et al., 1992) pose un autre défi à la formation des personnels de front office à la gestion de la relation client : celui d’avoir à dispenser à des personnels régulièrement remplacés une formation identique dans son contenu et son efficacité, quels que soit le moment de la formation et le lieu où elle est dispensée. Les effets néfastes du turnover sur l’efficacité de la formation se mesurent également en matière d’impact sur les parties-prenantes en interaction avec les personnels rejoignant ou quittant l’organisation : leurs collègues, leurs responsables hiérarchiques (Lashley 2001), et bien sûr les clients - notamment les clients fidèles. Se dessinent donc plusieurs particularités des personnels de l’industrie hôtelière : une durée en poste (mesurable par le taux de turnover) particulièrement courte comparée à d’autres industries qui pose un important défi à la continuité de service, au maintien d’une culture propre à l’enseigne en question, notamment en matière de service à la clientèle. Ces contraintes sont amplifiées pour les groupes hôteliers (IHG, Hilton, Marriott, Accor…) dont certains comptent plus de 5000 établissements : à une marque est associé un niveau de service distinctif, attendu et reconnu par le client, et dont les personnels sont un vecteur majeur. Le dispositif de formation devra être en mesure d’influencer de façon homogène les personnels concernés à travers l’ensemble des établissements portant la même marque (Awadzi-Calloway et al., 2016 : 34).

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CONCLUSION Les spécificités de la gestion des ressources humaines en hôtellerie (le rôle clé des personnels de contact sur la performance, l’organisation du travail de ces personnels et les niveaux de turnover élevés) rendent difficile la mise en œuvre de formations et en limitent l’efficacité mesurée en termes d’amélioration de la satisfaction du client. Le transfert de compétences, c’est-à-dire la diffusion et la mise en application de nouvelles compétences sur le lieu de travail (Baldwin & Ford, 1988) est conditionné par la mise en œuvre de stratégies au niveau de l’apprenant, du dispositif de formation (‘training design’), de la structure organisationnelle et en particulier de l’organisation du travail, mais aussi de certaines facultés de l’apprenant telles que ses capacités cognitives (Colquitt, LePine, & Noe, 2000), sa motivation (Axtell, Maitlis, & Yearta, 1997), son efficacité personnelle (Chiaburu & Lindsay, 2008) ou la perception qu’il a de l’utilité de sa mission au sein de l’organisation (Lim & Morris, 2006). La mise en pratique par l’apprenant des nouvelles connaissances est facilitée par la mise en œuvre dans le dispositif de formation de principes d’apprentissage tels que la répétition de messages, une stimulation systématique (interactivité, mises en situation proches de la réalité quotidienne vécue par l’apprenant). De même, certaines fonctionnalités des méthodes pédagogiques telles que le contrôle de l’apprenant (Orvis, Fisher, & Wasserman, 2009), l’opportunité offerte de rapidement mettre en œuvre les compétences acquises et les manifestations d’encouragement de la part du supérieur hiérarchique (incitations diverses…) apparaissent comme des déterminants importants d’une acquisition des compétences par la formation (Burke & Hutchins, 2007). Les personnels hôteliers en interaction avec le client tout au long de son séjour (réception, restauration & room service, personnels de ménage…) ont un impact majeur sur sa fidélisation. Ces personnels - 26 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

et leurs conditions de travail sont toutefois fortement hétérogènes, et ils manifesteront un niveau d’engagement très inégal vis-à-vis d’un dispositif de formation, si sophistiqué soit-il. Le dispositif de formation doit être conçu selon un ensemble de principes : efficience (former le plus grand nombre, quelles que soient les contraintes de lieu et de temps), encourager l’engagement de l’apprenant, notamment par son ergonomie, la pertinence des programmes au regard de la réalité opérationnelle quotidienne vécue par l’apprenant, le degré d’interactivité et le mode de mise à disposition (le choix de média). Toutefois, pour un engagement optimal de l’apprenant, le dispositif doit tenir compte de l’environnement social et hiérarchique de l’apprenant : possibilité d’interaction avec d’autres apprenants (échange de meilleurs pratiques, FAQ, compétitions entre apprenants…), intégration de la hiérarchie immédiate de l’apprenant (a minima par des fonctionnalités de monitoring de l’apprenant, intégration dans des moments d’interaction en face à face avec l’apprenant, soit pour prolonger l’apprentissage, soit pour une animation managériale).

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DISTANCES PÉDAGOGIQUES ET SAVOIRS : LES ENJEUX DES DISPOSITIFS HYBRIDES DANS LE CADRE DE L’ENSEIGNEMENT DU MANAGEMENT HÔTELIER INTERNATIONAL. DES PROJETS DISRUPTIFS POUR DEVENIR DES DÉVELOPPEURS DE TALENTS TICE, MOOC, CLOM, COOC, SPOC, SOOC, xMOOC, cMOOC… Non, les sigles qui précèdent n’appartiennent pas au synopsis du dernier STAR WARS mais au glossaire de la planète E-FORMATION et c’est à ce nouveau langage qu’il faut ouvrir la porte afin d’en comprendre les enjeux et d’en maîtriser les limites. Line LAFFOND* RÉSUMÉ Face à l’explosion du volume des données (Big Data) et des nouveaux moyens technologiques, le monde éducatif voit évoluer les méthodes d’enseignement. Il convient d’évaluer quels impacts ces changements de cap pédagogiques, « véritable révolution », peuvent avoir dans le domaine particulier de l’Hôtellerie-Restauration et du Tourisme en général. Quelle place significative l’enseignant souhaite leur donner dans la progression pédagogique qu’il établit en début d’année universitaire ? * Docteure en Linguistique générale, professeure de français langue étrangère (FLE) à VATEL NIMES, France

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La sphère digitale qui gravite autour de nous – apprenants comme enseignants - nous pousse à expérimenter partout dans le monde de nouvelles formes éducatives. L’accès aux savoirs se démocratise au quotidien voire il s’internationalise. Comment cette véritable révolution va-t-elle être en accord avec les valeurs de l’hôtellerie-restauration ? Comment se fera la transmission de la discipline, indispensable dans cette branche : obéir aux ordres précis du chef, respecter les normes d’hygiène, adapter ses gestes et son rythme de travail pour résister physiquement et psychologiquement à la durée du service quel que soit le département dans lequel on travaille ? Comment se communiqueront les qualités d’écoute, la réactivité et l’enthousiasme tant recherchés par le client exigeant ? L’écosystème d’apprentissage coopératif et collaboratif est en pleine construction. Tout comme ses étudiants, natifs numériques, l’enseignant est attiré par le numérique. Or, cet environnement « apprenant » offert par les nouvelles technologies perturbe quelque peu par sa taille et ses évolutions permanentes. Des questions se posent et s’imposent : Ces natifs numériques apprendront-ils aussi bien en entrant dans la valse des cours en ligne où flexibilité et accessibilité deviennent les maîtres mots ? Cependant, accéder à la « substantifique moelle » via l’univers digital n’implique pas la capacité de comprendre, de maîtriser les savoirs énoncés et surtout pas d’en comprendre les rouages et les applications in extenso. S’impose désormais une réflexion approfondie afin de définir les objectifs prioritaires concrets à atteindre dans la formation et de prendre conscience des nouveaux défis qui en découlent. - 36 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

L’accompagnement des apprenants sur ces nouveaux chemins si attractifs et séduisants est plus que jamais nécessaire : En effet, qu’il est facile pour chacun d’entre nous, étudiants et enseignants, de s’y perdre ou d’en oublier la recherche initiale; tout est fait pour nous détourner de notre quête première en surfant sur la toile. Le temps libéré par les nouvelles technologies devrait permettre à l’enseignant, au formateur, d’être plus à l’écoute de chacun, de mieux orienter intellectuellement, socialement et professionnellement celui qui en a réellement besoin mais aussi de cibler davantage encore les valeurs de l’hospitalité et de développer les stratégies pour une transmission réussie de l’art de recevoir et de « manager ». Au-delà des enjeux de formation, les nouvelles technologies de communication offrent aux enseignants d’intensifier le plaisir d’enseigner et de partager. Progressivement, ils deviennent partenaires hors-cadre et hors-temps pour répondre aux impératifs de cette révolution pédagogique et économique via les différents réseaux favorisant ainsi d’un côté, un véritable « coaching », de l’autre l’innovation didactique pour être en adéquation avec les challenges de la mondialisation. Mais il ne faut pas nous laisser piéger par les « géants » numériques qui entrent dans la danse, nous entraînent et nous font perdre l’équilibre, valeur primordiale dans l’apprentissage. L’enseignant doit garder en tête le rôle majeur du savoir-faire propre à chacun, de la valeur ajoutée de tout professionnel intervenant, à son niveau, sur la route du client. En effet, s’il devient désormais nécessaire de composer avec tout ce que propose cette ère numérique et d’en tirer les meilleurs profits, il demeure essentiel de maintenir comme garde-fou les valeurs de la communication humaine directe - sans robot, ni écran ou tablette de tout format. Optimiser l’enseignement par le digital ne doit pas - 37 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

avoir pour fonction de perdre de vue les notions d’empathie et de relationnel si chères à l’hôtellerie-restauration. Le monde digital participe, au quotidien, à la mutation de ce secteur ; cependant, interagir sur le net avec la clientèle n’exclut pas, loin de là, les interventions en présentiel même si un robot humanoïde entre en scène à la réception et il en est de même dans l’univers du E-Learning. Interrogeons-nous sur ces notions de distances et savoirs, reconnaissons sans hésitation l’intérêt de dispositifs hybrides dans le cadre de nos formations... Rendons nos étudiants co-acteurs de leur formation. Multiplions, ainsi, les itinéraires pédagogiques et osons tout projet disruptif pour devenir des développeurs de talents. Innovons au lieu de répéter. Si le numérique nous oblige à recomposer l’enseignement, y avoir recours n’implique pas un meilleur enseignement ; c’est l’enseignant, toujours focalisé sur son public qui s’appropriera, avec la complicité de ses étudiants, ces nouveaux outils et fera le choix de stratégies gagnantes. ARTICLE LA CLASSE DU FUTUR ! Un mur d’écrans sur lesquels de jeunes visages de toutes origines orientent leur regard dans une même direction : un professeur « hologramme » animant une plateforme pédagogique qui balaye ces écrans pour une reconnaissance faciale de signes de participations. En arrière-plan, un arsenal d’outils numériques permettant d’accéder, en temps réel, à de grands volumes de données. Attention : Ne faisons pas de ces outils la matière d’enseignement. La génération à laquelle nous nous adressons, immergée dès la naissance dans les nouvelles technologies, vit dans l’instant, prête à se former en tout lieu et à tout moment. Installés dans leur confort technologique en perpétuelle mutation, ces « natifs numériques », - 38 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

éloignés de tout effort de mémorisation et de concentration, vivent une formation et une culture de l’instantané qui conduit le monde enseignant à choisir d’autres chemins pédagogiques pour les « séduire ». Leur smartphone, qu’ils craignent tant de perdre à en devenir nomophobes , est devenu leur « camarade » au sens premier du terme « qui demeure dans la même chambre », outil intelligent, rusé, astucieux et ils s’y référent à tout moment en le brandissant régulièrement pour photographier le tableau ou le PowerPoint rendant « anorexique » leur prise de notes manuelles ou tactiles. Les outils numériques ont bousculé leur rapport à l’enseignement. Et le monde enseignant doit vivre cela non comme une révolution mais comme une optimisation pédagogique. Il faut leur reconnaître qu’ils sont à l’origine d’innovations didactiques attractives et impactantes à l’image de cette « classe du futur ». Aujourd’hui, la force de la pédagogie n’est plus dans une formation monoculturelle. L’éventail de nationalités constitué par nos étudiants en Hôtellerie-Restauration-Tourisme transforme nos séquences de formation en moments pédagogiques pluriculturels et ces outils numériques facilitent nos allers-retours dans la richesse de leur diversité. Enseigner c’est aussi « raconter » une histoire « storytelling » et les Technologies d’Information et de Communication en sont aujourd’hui les supports. Mais elles offrent à cette histoire une continuité et relient les connaissances acquises à de nouveaux concepts. Avec elles, se met en place un espace d’échanges ouvert à tous et leur force est dans la contribution qu’elles apportent à la construction d’un savoir partagé sans frontières. Parmi les préoccupations de l’enseignement supérieur qui se manifestent en ces premières décennies du XXIe siècle avec le développement des TIC, au sein de toute formation, apparaît celle de la place que ces TIC doivent occuper dans le processus éducatif. Leur arrivée massive dans le quotidien de nos étudiants « natifs - 39 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

numériques » conduit plus que jamais à se demander quelles attitudes doivent être adoptées face à ce phénomène. A ce jour, la question est encore ouverte ce qui justifie le thème de recherche de cette nouvelle publication du CIRVATH. Si les TIC sont entrées de façon effective dans l’univers de l’apprentissage quel qu’il soit, s’approprier ces outils à des fins véritablement productives exige un réel encadrement. C’est lui qui joue un rôle moteur pour offrir à tout apprenant les potentialités de gérer ses connaissances, de développer sa créativité et multiplier ses actions collectives au sein de son groupe de travail en classe ou hors classe. C’est cet encadrement qui permet de définir, d’évaluer, d’orienter le travail des apprenants, sans pour autant étouffer leur autonomie. Délégation, coopération sont, aujourd’hui, les composantes de la démarche éducative. Nés en même temps que tous leurs « outils » numériques, nos étudiants pensent, d’une certaine façon, différemment de nous et n’intègrent pas les informations de la même manière. Toutes les données pertinentes sont dans leur univers numérique et leurs besoins de mémorisation diffèrent : on les voit perpétuellement en train de pianoter, de cliquer et en deux, trois clics justement, ils obtiennent des réponses ; s’en souvenir n’est nécessaire que dans le cadre d’un examen, d’un partiel, d’un devoir surveillé. Ces « passeurs de connaissances » que sont les enseignants, ces étudiants les laissent « passer » en se disant qu’ils retrouveront ces messages sur la toile. Ils semblent en décalage avec les méthodes d’apprentissage par lesquelles et pour lesquelles les enseignants ont été formés. Leurs facultés de concentration ont bien changé. La question n’est plus pour le monde éducatif : « Doit-on laisser entrer ces puissants outils dans la classe ? » Ces technologies font désormais partie du quotidien de cette génération de natifs numériques. Le défi est de maitriser ces outils pour favoriser leurs utilisations dans un contexte d’apprentissage et non les bannir parce qu’ils facilitent l’évasion de l’étudiant et mènent aussi à la passivité. Le personnel éducatif a pour mission de rendre ces outils - 40 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

numériques plus « intelligents » encore qu’ils ne le sont. Il est bien dur pour les enseignants d’accepter le fait qu’ils ne sont plus les seuls « passeurs de connaissance ». Là est bien le problème. Etre des guides dans cette foison de connaissances réelles ou factices, être des sélectionneurs de capacités et des développeurs de talents sont les nouvelles missions à accepter par le corps professoral. Nos étudiants nous apprennent à nous connecter et nous devons leur apprendre à se déconnecter pour mieux vivre, créer et apprendre de ces connections multiples : un vrai casse-tête pédagogique à l’heure actuelle pour une génération sous-connectée et une autre hyper-connectée. Voilà pourquoi les technologies actuelles, émergentes et à venir, impliquent un réel renouvellement de l’apprentissage et des modalités pédagogiques qui y sont associées. Ces innovations multiplient les échanges entre apprenants, enseignants et professionnels. Comment pourrait-on aujourd’hui renoncer à des termes tels que partage, flexibilité, collaboration, socialisation ? Notre environnement numérique qu’il se nomme téléphone, tablette, tableau interactif, ordinateur, est propice à cette mutualisation des savoirs ; l’enseignant se doit d’intégrer ces innovations techniques dans son processus d’apprentissage, tout comme le professionnel dans le cadre de son activité. Elles sont de véritables leviers pour la formation ; elles ne remettent pas en cause l’essence même du métier d’enseignant mais elles créent d’autres besoins et instaurent un autre relationnel. Par ce biais, la structure éducative peut devenir plus solide et en même temps plus agile. En impulsant une nouvelle culture de formation et de nouveaux usages plus collaboratifs et innovants, de nouvelles synergies se créent et les étudiants formés deviennent encore davantage, en période de stage, les ambassadeurs de leur établissement. Ces « autochtones d’un nouveau territoire natif » le numérique, nés entre 1985 et 1995, recherchent, lisent, commentent via l’écran - 41 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

alors que leurs aînés « immigrants numériques » passent encore par l’impression avant de lire. (Prensky M, 2001). Loin d’avoir perdu les valeurs de leurs aînés, ils en assument d’autres que leurs comportements permettent d’identifier : • Multitâches, ils vivent dans l’instant présent à travers leurs réseaux sociaux, • Responsables, ils utilisent leurs outils digitaux pour agir, • Dévoués à leur projet, ils ont une autre définition du travail, • Sans frontières, ils s’intéressent à la personnalité de chacun plutôt qu’à son passeport, • Collectifs, ils ont une conception du monde horizontale, • Singuliers, ils souhaitent ne pas être noyés dans la masse, • Joueurs, ils s’amusent avec les codes, quels qu’ils soient. Une question taraude le monde enseignant : Cette génération vat-elle grandir en gardant ses valeurs, ses comportements, ses habitudes ou se rapprochera –t- elle plus tard des attitudes de ses aînés, poussée par une autre génération en un temps plus court encore ? Chaque génération donne davantage de place aux technologies, analogiques hier, numériques aujourd’hui. Ces dernières sont passées du statut d’ « outils » à celui de « parts de vie » pour la génération Y et sont devenues indissociables de leur quotidien pour la génération Z. De fait, leur façon d’apprendre et leurs comportements se construisent sur ce rapport singulier au tout numérique, à l’accessibilité et à la gratuité ; d’autant plus que cette tranche de la société a déjà une expérience internationale, ils voyagent davantage, étudient ailleurs que dans leurs pays. De plus en plus, ces natifs numériques ont, en classe, un mode opératoire particulier ; ils fonctionnent en tribu, sollicitent le travail en groupe par besoin de se retrouver entre eux, ils « réseautent ». Il devient difficile de les enfermer dans une classe, de les cantonner à l’espace tableau et - 42 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

même au PowerPoint dont ils estiment l’emploi abusif. En effet, être face à un PowerPoint n’est pas une finalité en soi. Face à lui, ils s’endorment et décrochent aussi. Or, une enquête de Diplomeo, nous montre qu’il n’en est rien. Ils ont intégré d’autres outils plus agiles. « Facebook, nouvelle plateforme de révisions ? le réseau social Facebook est désormais un outil de révision. Outre la possibilité de rester au courant des dernières actualités (42 %) et de parler avec leurs proches (40 %), les étudiants utilisent l’invention de Mark Zuckerberg pour travailler. Ils sont près de 8 sur 10 à avoir déjà utilisé un groupe Facebook pour travailler avec leurs camarades. D’ailleurs, 59 % d’entre eux utilisent ce réseau social au moins une fois par semaine pour travailler avec les autres élèves de leur promotion ». (LeFigaro/Etudiant,2017). Ils comparent aussi leurs professeurs, leurs cours et leurs pistes professionnelles. Mus par une force centrifuge, ils ont besoin de garder le contact avec le copain d’à côté ou d’un autre pays de la planète, dispersion plutôt que concentration. C’est pourquoi ils ont aussi une propension à l’impatience et, une fois cerné le thème traité en classe, ils regardent ailleurs. La fenêtre, le ciel et les nuages, les mouches qui captaient le regard de leurs aînés s’appellent aujourd’hui « smartphone, tablette ». Ils ont la bougeotte dans l’univers classe « boîte hermétique » pendant des séances de deux ou trois heures. Ils recherchent le « coach » plus que le maître à penser auprès de l’enseignant. Si l’on ne veut pas qu’ils se démotivent en cours, il faut détecter leurs signes de faiblesses et varier leurs tâches. Sérieux challenge pour le professeur par rapport à sa progression personnelle et au programme pédagogique imposé d’autant plus que ces étudiants attendent aussi, comme leur administration d’ailleurs, un feedback symbolisé par chaque note. Tout ceci redessine les cartes du « pouvoir » au sein de la classe. L’organisation pyramidale du monde éducatif se voit quelque peu bousculée : le professeur définit un cadre de travail, une vision - 43 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

globale mais il délègue certaines décisions à des équipes autonomes en leur donnant la capacité de tester une idée ou d’en faire émerger de nouvelles. Il doit accepter de ne plus tout contrôler mais plutôt d’agir dans un esprit d’accompagnement puisque l’accès à l’univers numérique a modifié la nature des exigences de sa classe. Le professeur est un « partenaire » avec qui on peut discuter. Et ce n’est pas fini : «la génération Z sera celle des tablettes avec un mode de pensée non linéaire. La démonstration cartésienne – à la papa- et même le bon « vieux » PowerPoint vont en prendre un coup. Avec le tactile, on démarre par le point n°3, on revient ensuite au début puis on insère les commentaires instantanés dans la démonstration… Une gymnastique d’esprit conséquente. » (Rollot, 2012).

L’enjeu majeur, pour répondre aux défis éducatifs qui sont les nôtres aujourd’hui, est de trouver le juste équilibre à offrir à ces « natifs du digital » entre le mode traditionnel de formation en présentiel et le mode de formation à distance (MOOC, Mobile Learning…) - 44 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

A l’origine ces Moocs, qui désignent aussi l’ensemble des formations en ligne, ont une vocation grand public, celle de démocratiser l’accès au savoir entraînant une (r)évolution de l’enseignement. Des universités, partout dans le monde expérimentent ces nouvelles formes d’éducation. A l’heure actuelle, des millions d’étudiants dans le monde sont inscrits sur des plateformes pour suivre, gratuitement, les « meilleurs cours des meilleurs professeurs des meilleures institutions » mais seulement 10% à 15% les suivent jusqu’au bout. Car il faut faire vivre un Mooc tout comme un enseignant fait vivre sa classe et là aussi l’interactivité l’emporte sur la diffusion de vidéos regardées passivement. D’ailleurs, les abandons prédominent principalement chez les plus jeunes et les moins diplômés. Voilà pourquoi, comme dans nos classes dites « traditionnelles » aujourd’hui comme hier, il faut construire un parcours en collaboration avec les différents types d’apprenants pour aller plus loin que le simple attrait des nouvelles technologies. Les étudiants ont bien compris l’intérêt des Mooc : échanger sur les forums et se créer des réseaux. Les enseignants ajoutent à cela l’opportunité d’atteindre des milliers d’élèves, prestige de la «visibilité ». Le principe des classes inversées « flipped classroom » a ouvert les portes de l’autonomie avec les cours à découvrir sur papier, puis sur écran. L’apprenant étudie le cours chez lui « home work » sur tout support et la mise en pratique, les applications et les découvertes se font en classe « class work ». (Bergam J,2014) Ce qui, de la part de l’enseignant, implique une pédagogie des plus actives et une connaissance parfaite de son public. Donc, d’un effectif « classe » raisonnable. Aujourd’hui, le « mobile learning » ou apprentissage nomade combine les technologies de l’information et de la communication pour l’enseignement et celles des smartphones individuels. Finie alors la salle de cours, la formation s’exerce presque en tout lieu - 45 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

et à tout moment. Cela suppose un accès à haut débit parfait et un équipement en smartphones ou tablettes généralisé. Tout type de messages (texte, image, graphisme, vidéo) est alors susceptible de circuler entre les acteurs du monde pédagogique. A l’heure actuelle, le monde de l’entreprise privée et principalement aux Etats-Unis, via les COOCs (Corporate Open Online Course) permet aussi aux salariés d’acquérir des bases de savoirs instantanément « Just-intime learning », quel que soit l’endroit où ils se trouvent - bureau, transport, restaurant…- Efficacité et compétitivité sont les maîtres mots. (Peiffer L, 2015). En France, le mobile learning est encore loin de prendre place dans les entreprises mais selon un baromètre effectué par l’AFINEF (Association Française des Industriels du Numérique de l’Education et de la Formation) il améliorerait les performances et augmenterait l’accessibilité à la formation. Les perspectives pédagogiques sont, dès lors, envisagées par les responsables les plus clairvoyants ainsi que les enjeux économiques de ce m-learning. Pour ceux qui estiment que la formation en présentiel en Hospitalité reste une dominante, il nous faut ici annoncer les perspectives fascinantes par ce que l’on nomme la « réalité augmentée » : Grâce à une superposition d’informations en 3D, l’utilisateur voit augmenter la réalité perçue. Par un effet d’immersion, l’apprenant peut évoluer et agir dans un univers particulier : en cuisine, en salle, en réception, en chambre…Voilà qui suscite, chez chacun de nous, bien des idées qu’on soit étudiant, enseignant ou professionnel. A l’heure actuelle, c’est l’apprentissage mixte où alternent les cours en ligne et en face à face, qui emporte l’adhésion des différents partenaires du monde de l’éducation. Cependant, il n’y a pas encore assez de retour d’expériences dans l’enseignement supérieur pour évaluer l’impact de cette formation en ligne en plein essor. Si ce « blended learning » induit une durée écourtée en présentiel et entraine ainsi une réduction de perte de temps et des coûts de - 46 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

formation (moins de cours) et, parallèlement, une augmentation d’individus connectés à un même enseignant, il nécessite de la part de l’apprenant une organisation personnelle plus « agile » et pour l’enseignant, la création de parcours pédagogiques quasi sur mesure en raison de l’hétérogénéité du niveau des étudiants et en fonction de certaines matières. De fait, cela implique un accompagnement différent pour l’enseignant qui devient un véritable « Tuteur » tout au moins pour certains de ses étudiants en manque d’autonomie. Sa mission est alors de les guider, d’assurer le suivi, de conseiller et de motiver régulièrement par le biais de la relation humaine directe. Pour les plus autonomes, sa tâche est d’apporter des compléments d’information, d’élargir les champs de recherches, d’optimiser les bénéfices de la technologie. L’intérêt de cet enseignement hybride (Charlier,2006) est aussi celui d’un suivi de l’apprenant en période de stage à l’international. Cette combinaison de formation en présence ou à distance synchrone ou asynchrone implique un équipement qui va de pair : Skype, par exemple, pour agir en temps réel ou Moodle en phase asynchrone pour centraliser et déposer des activités.

Arbre à palabres numérique 2017

Arbre à palabres Exposition Universelle, Milan 2015

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Tout étudiant, comme tout enseignant à Vatel par exemple, dispose d’une adresse électronique qui facilite le contact et bannit en principe l’isolement. Quantifier ces contacts permettrait de déterminer le nombre de médiations humaines pour conduire à l’autonomie (volume et durée des contacts, fonctions de ces échanges…). Ces interactions en ligne complètent un cours en présentiel, individualisent la formation et libèrent des contraintes temps/ lieux. Ce tuteur, joignable à tout moment, en théorie, comment gérer ses sollicitations et le rétribuer ? Cette interrogation est lourde de conséquences et soulève actuellement la question de la rémunération de l’enseignant en modalité présentielle et distancielle et celle tout aussi importante de la propriété intellectuelle. C’est à ce stade qu’il faut prendre en compte ce que l’on nomme la « nétiquette » puisque ces interactions en ligne impliquent des règles de conduite et de politesse comme celles qui ont été définies en classe. L’intérêt croissant que suscitent toutes ces nouvelles technologies, la place et le rôle qu’elles occupent conduisent à des réajustements, voire de réels changements dans la gestion de la formation (volume horaire de cette formation, évaluation, validation…). Quelle place doivent-elles avoir dans la formation globale ? Celle de consolidation de points du cours en présentiel ? Celle de complément autour d’une habileté donnée ? Ou celle de mise en jeu d’une activité collaborative pour développer en réseau des groupes distants inter-établissements, intervilles, inter-pays ? Le présentiel et le distanciel vont-ils progressivement devenir interdépendants ? Le distanciel a pour but d’assouplir les contraintes du présentiel : alléger le groupe en classe pour aider les plus faibles, les plus habiles travaillant en ligne ou régler des problèmes de planning.

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Reste à imaginer la formation de ce tuteur, véritable « compagnon » en portant, à l’instant T, notre regard sur la formation du personnel enseignant. Si les ressources numériques se multiplient, il n’en est pas de même de l’accompagnement pédagogique qui devrait en découler. Et, avec la révolution numérique, un emploi sur deux est progressivement supprimé, le personnel enseignant est aussi concerné. Actuellement, l’Enseignement en général et celui de l’Hospitalité en particulier connaît, en fonction des disciplines enseignées, des formations hybrides. Cette hybridation est une conséquence de l’utilisation des TIC dans le cadre de la formation et une large part d’initiatives est laissée aux enseignants du moment que les objectifs de formation sont atteints. On avance par expérimentations successives qui servent à renouveler le processus de la formation. Par exemple, un travail (ou sa correction) est déposé sur un espace partagé (Moodle) mais ce travail sera rendu et commenté en présentiel. Un forum de discussion sur un thème précis sera ouvert en ligne mais un débat sera organisé en classe autour d’un professionnel assurant une conférence de même thème. Dans ce type de formation hybride, c’est souvent la formation en classe qui régule celle en ligne puisque; c’est elle qui a encore le gros volume horaire. L’interaction en ligne n’est pas en mesure de se substituer à l’interaction en face-à-face et c’est heureux. Force est de constater que l’interaction en ligne aide aussi au fonctionnement du groupe « hors–institution » cela renforce la qualité des relations socio-affectives de chacun. Le clavardage, bavardage numérique en est un exemple : il permet de communiquer rapidement avec ses propres raccourcis de langage et ses codes ; certains programmes facilitent même la vidéo en direct. On comprend mieux son intérêt dans le cadre d’exercice pratique en hébergement, restauration comme en réception ou en simulation d’entretien d’embauche. Ce tâtonnement pédagogique expérimental que le monde de la formation vit actuellement nous pousse à exploiter tous les outils - 49 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

disponibles, à consolider certaines expériences afin de changer le statut de l’accès aux ressources par les TIC. Ainsi, la dynamique de l’intégration des TIC tend, de plus en plus, à transformer l’enseignement. La dimension des interactions facilitées par ces technologies prend nécessairement une place de choix et leur intégration dans les pratiques pédagogiques devient une nécessité incontournable. Mais la prise de conscience de ces changements, en termes d’organisation et de gestion, est loin d’être générale : le profil de l’institution de formation, les effectifs des classes, le rôle exact à jouer par ces enseignants-tuteurs, leurs rémunérations en rapport avec le temps passé, affectent cette évolution collaborative de l’apprentissage. Il est établi aujourd’hui que l’utilisation des TIC n’est pas un effet de mode comme le monde éducatif en a connu parfois. L’usage des réseaux sociaux a changé la donne et la salle de classe est désormais complètement dématérialisée. (Delgache C,2008). L’intérêt est d’entretenir ensemble une réflexion rigoureuse sur les forces et les limites des TIC afin de mieux comprendre l’apport réel de ces technologies, de parvenir à mesurer leur efficacité, d’évaluer les comportements des apprenants vis-à-vis de l’ensemble de ces technologies, leur autonomie, de mieux appréhender par leur intermédiaire, le développement d’autres capacités et l’intensification des collaborations entre apprenants/enseignants/ professionnels de l’hôtellerie-restauration. Si les TIC jouent un véritable rôle dans l’évolution du système éducatif puisqu’elles sont à l’origine des changements des façons de faire de l’apprenant, elles sont, pour le monde enseignant, un véritable défi à affronter puisque ce n’est pas la totalité de ses acteurs qui a intégré les TIC dans la formation. Plusieurs raisons à cela : pour certains, les compétences techno-pédagogiques sont en cours d’acquisition. L’organisation des cours, l’hétérogénéité des étudiants, l’effectif de la classe, l’équipement de l’établissement - 50 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

sont des facteurs « freins ». Si l’opposition technophile/technophobe est enfin dépassée, le potentiel éducatif réel des TIC n’est pas encore bien établi. Certes, les arguments positifs de tous les acteurs foisonnent tant côté apprenants que du côté enseignants. Mais certains relativisent la place à donner aux TIC et, plus largement, à l’enseignement numérique. Il ne faut jamais oublier le fait que les étudiants ne progressent pas tous au même rythme, loin de là, surtout dans nos classes encore et toujours plus hétérogènes. Alors, une sérieuse adaptation de l’offre numérique est primordiale. « Depuis la nuit des temps, les professeurs debout s’agitent à quelques mètres de leurs élèves pour capter leur attention et les empêcher de s’endormir. On a pensé que l’écriture allait fondamentalement changer cela. On s’est trompé. Même le grand Socrate qui avait peur que ses classes soient désertées à cause de l’utilisation de l’écriture s’est trompé. On a pensé que l’imprimerie allait changer cela et qu’avec les livres, les élèves n’auraient plus besoin de venir en classe. On s’est trompé. On pense que le numérique va finalement changer cela. On se trompe. Tout comme les inventions de l’écriture et de l’imprimerie ont servi d’appoints (considérables) à l’enseignement, mais sans le changer radicalement, le numérique ne sera aussi qu’un appoint. Un appoint important, certes, mais seulement un appoint. Il faudrait idéalement parler d’appoint numérique de l’enseignement plutôt que d’enseignement numérique. Rien ne remplacera la présence physique du professeur si le but est de transmettre du savoir à de jeunes élèves.» (Guerraoui R, 2014). L’univers de l’Hôtellerie-Restaurant-Tourisme jouit d’un réel intérêt pour les TIC et le numérique : la liste commence à être longue des nouveautés qui changent le quotidien des clients comme celui des professionnels ; Réception, chambre, restaurant s’équipent « intelligemment » et les exemples ne manquent pas :

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• Le réseau free-hotspot.com offrant un WIFI sécurisé à la carte, • Les sites de réservation avec système de recherche sur carte, sms de confirmation et de rappel- la fourchette.com, • Via Cisco leader mondial de technologies réseaux pour mieux se connecter et communiquer, des entreprises (Cap Seguin) développent la qualité de l’accueil, l’efficacité opérationnelle en salle/ service, le confort client, la gestion du temps… • Les services numériques IP du divertissement avec accès internet de plus en plus performants en rapport avec les exigences « clients », • Le minibar communiquant directement les boissons consommées (Hipromatic de Dometic) facilitant gestion, réapprovisionnement, • Le programme Amadeus pour un positionnement préférentiel d’hôtels pour les agences de voyage… • Grâce aux nouvelles technologies, aux réseaux sociaux et aux nouveaux outils d’évaluation, les clients peuvent réserver en ligne (Trip Advisor, Booking, Priceline…) mais aussi diffuser des appréciations sur la qualité des services, des prestations, sur l’environnement... Ils peuvent, en temps réel, se renseigner sur le pays, le climat social… Désormais, les TIC en Hôtellerie-Restauration comme en toute formation ne sont plus perçues comme des options facultatives mais comme une composante essentielle de toute offre pour accompagner le client dans ses choix, tout comme l’apprenant dans son apprentissage. Elles permettent de combiner les relations entre apprenants, enseignants et professionnels de l’hôtellerie/ restauration/ tourisme et facilitent l’exécution de différentes missions outre les tâches classiques (prises de réservations, offres de services, demandes personnalisées). - 52 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Les valeurs propres à l’Hospitalité – discipline, respect des normes, rythme de travail, gestuelle, empathie, langage - impliquent une pratique réflexive favorisant le lien entre les savoirs pratiques et les savoirs théoriques. Le rôle joué par les TIC, toute la formation en ligne Mooc, Cooc etc. et plus largement le « réseautage » favorisé par la toile, est celui d’assistant, de coopérateur. C’est la capitalisation des expériences qui développe et élargit les compétences de l’apprenant. Les différents dispositifs technologiques participent à cette capitalisation. Visionner la vidéo de Gaëtan Bouvier (villa Florentine Lyon) sacré meilleur sommelier de France 2016 en service, celle d’un chef étoilé en pleine réalisation de son dernier succès gustatif, participer à un cours en ligne sur la notion d’hygiène ou sur la façon de recevoir dans un tel pays sur internet, décuplent les savoirs des apprenants de ce nouveau millénaire. Certes, les progrès technologiques ont creusé les fossés entre générations mais sur le plan éducatif, ils sont au service des « enfants du numérique », « digital natives ». Par leur usage, ils favorisent une nouvelle compétence dite transversale. Une enquête Ipsos-Microsoft (septembre 2013 illustrant les habitudes face aux écrans tactiles) a montré que le « digital native » utilise deux doigts pour écrire un sms et la dextérité du pouce est un marqueur distinctif pour lui. Pour Michel Serres, philosophe et académicien, le passage de l’imprimé aux nouvelles technologies est un véritable « tsunami » engendrant de multiples mutations. Le dictionnaire de la langue française, par exemple, entre deux éditions publiées à une quarantaine d’années d’intervalle présentait une différence de 4 000 à 5 000 mots. Aujourd’hui entre l’édition la plus récente et la prochaine la différence devrait être, de plus ou moins, 30 000 mots. (Serres M,2012). Le phénomène des cours en ligne ouverts à tous, portés par les grandes écoles et universités internationales est sur la voie d’une réelle révolution pédagogique. Les défis lancés aux étudiants sont nombreux. Sont-ils tous à relever dans le domaine de l’hôtellerie –restauration ? Une formation à moindre coût, à la carte, 7jours sur - 53 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

7, 24 heures sur 24 appartient-elle au rêve de toute entreprise de formation ? Nous avons dépassé les résistances majeures à ces outils ; la valeur ajoutée des TIC n’est plus à démontrer : –– Multiplication des supports : images, vidéos… –– Maîtrise des outils informatiques tant pour rechercher des informations que pour produire des résultats, –– Acquisition d’une autonomie, –– Sélection d’informations pertinentes et appropriation des connaissances, –– Construction de sa propre argumentation. (Muller F., 2005). Cependant, il y a des étudiants qui savent faire avec les TIC, tout comme les enseignants d’ailleurs et ceux qui n’ont pas encore les compétences nécessaires. Tout le monde ne peut pas apprendre en ligne, cela exige des compétences précises ce qui rend ce type de formation encore plus sélectif. Les problèmes d’hétérogénéité sont identiques à ceux rencontrés dans la gestion d’une classe hors TIC. Il faut organiser des formes de tutorat au sein de la classe tout comme hors classe d’ailleurs. L’étudiant habile, « agile », partagera ses compétences personnelles pour faciliter la gestion des différences de niveau dans un même groupe ; il devra, lui aussi, expliquer, montrer, répéter. L’enseignant instaure une véritable pédagogie des rôles durant ses cours : • • • • •

L’étudiant dont le rôle est de corriger l’orthographe, L’expert en mise en page, En illustration, En édition, En recherche rapide d’informations…

L’enseignant se trouve dans un enrôlement dynamique propre à un exercice « TIC », ce qui implique aussi une double évaluation individuelle et collective : - 54 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

1. Par compétences personnelles, 2. Par compétences associées à l’usage des TIC. Ainsi, l’utilisation des TIC induit une organisation différente liée à des modifications sociales, spatiales et temporelles. Les TIC sont des « attracteurs » (au sens scientifique du terme : un ensemble ou un espace vers lequel un système évolue de façon irréversible en l’absence de perturbations) pour les apprenants de tout profil. Elles semblent accessibles sans véritable médiation. Or, il y a bien lieu de participer à l’éducation aux TIC pour donner l’outillage intellectuel nécessaire à tout décodage de ces espaces numériques de savoirs. Visionner une vidéo sur internet n’est pas un acte passif : cela nécessite la mobilisation de « micro-savoirs associés » pour en analyser le contenu linguistique, sociétal, politique, économique, pour en comprendre la mise en scène et en définir les centres d’intérêt pour la matière enseignée. De fait, quelle que soit cette dernière, l’utilisation des TIC suppose une parfaite manipulation des équipements et une compréhension de ces nouvelles technologies pour acquérir de nouveaux savoirs « associés » contextualisés. Il est à noter que Le C2I (certificat Informatique et Internet), niveau 2 enseignant après le C2i pour les étudiants, mis en place par le Ministère français de l’Education nationale et généralisé en 2005, évalue la maîtrise des problématiques et des gestes liés aux TIC dans l’éducation. (Cerisier J.F, 2009). Les TIC ne sont pas « La » réponse aux difficultés de l’enseignement. Ce sont des outils, des auxiliaires pédagogiques qui impliquent de nouvelles compétences côté apprenant comme côté enseignant. Leur utilisation signifie que l’on est en phase avec l’évolution du monde contemporain. Efforçons-nous de comprendre quelle est la meilleure adéquation entre les TIC et la poursuite des objectifs fondamentaux en Hôtellerie-Restauration.

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Les recherches sur internet, la compilation des ressources par mail, les échanges via les différents réseaux sont des moyens de servir nos objectifs pédagogiques ni plus ni moins. Loin de se substituer à l’enseignant ces technologies élargissent ses rôles d’organisateur, de médiateur, de synthétiseur, d’évaluateur. Il lui faut apprendre à conjuguer sa discipline avec les TIC et savoir rester « maître » de sa séquence pédagogique. Il lui faut aussi accepter d’être dépossédé de son expertise personnelle propre à la matière enseignée. Les médias dont on oublie l’origine étymologique – pluriel de medium signifiant moyen, milieu, lien- accessibles à tout moment sur la toile, placent de plus en plus enseignants et étudiants sur un pied d’égalité. La vérification d’un détail se fait en temps réel via internet et la correction d’une erreur, si minime soit elle, aussi. Tout ceci entraine chez l’enseignant un réel changement de posture : doit-il vérifier les écrans et les messages de son public ou s’intéresser encore plus à leur regard, leur tenue, la prise de notes, leurs réactions verbales, leurs signes de décrochage, de lassitude ? Parfois, c’est le cadre « scolaire » qui met un frein à l’utilisation des TIC : • • • •

Difficultés de gestion des classes, Effectif, Incompatibilité des horaires, Installation et équipement. (Salles équipées en nombre insuffisant d’ordinateurs de pointe, vidéoprojecteur, faible réseau…).

Mettre ses étudiants sur internet en exercices de recherches, c’est comme les amener dans une médiathèque. Que de temps perdu au départ, en fonction de son effectif classe et du fonds consultable sur place avant de produire, de créer, mais surtout de coopérer ! Perte de temps qui est une réelle prise de risques face au programme pédagogique à suivre. Il en est de même sur internet : gérer, le - 56 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

temps, ne pas se perdre dans les liens, ne pas se laisser distraire par les messages périphériques…Or, de tels exercices renforcent la dynamique du groupe, impliquent de nouveaux challenges : trouver vite, produire vite, apprendre vite … Un nouvel éclairage est donné aux interactions entre étudiants devenus plus actifs et créatifs, plus autonomes. Il est certain que l’enseignant n’étant plus dans une conduite de classe frontale, doit gérer sa classe différemment. Avec les TIC, l’espace « classe » est devenu immatériel, virtuel. Le travail en équipe pour sa classe comme pour lui-même s’impose ; L’interdisciplinarité aussi devient un mot clé : d’autres intervenants ont un rôle à jouer à ses côtés (collègues d’autres disciplines, professionnels, étudiants de classes supérieures) ; sa démarche de formation est un véritable jeu de construction coopérative. Un exemple : la mise en place d’une pratique de classe qui intègre l’utilisation régulière du courrier électronique de l’étudiant. Cela peut permettre à chacun d’entrer en contact, d’interroger une personnalité, un manageur, un chef d’entreprise, un autre enseignant sur une question de l’Hôtellerie/Restauration. L’enseignant comme l’étudiant peut envoyer un message en liaison avec le cours (complément d’information, aide méthodologique, lien à suivre sur le net, question pertinente…). C’est ainsi que se construit une véritable « classe virtuelle ». Ces contacts en dehors de la classe entrainent une dynamique et tracent, mettent en ligne de nouvelles interactions Professeur/Etudiants. Des problèmes majeurs se posent alors : la gestion du temps passé, l’intégration de ce travail de classe virtuelle en ligne dans la rémunération, l’évaluation de cette « écoute » en ligne, la notion de propriété intellectuelle des données transmises. Qui plus est, cela requiert de la part de l’enseignant des liens avec d’autres enseignants, intervenants afin d’exercer en équipe et en interdisciplinarité, réelle communication asynchrone avec tous les partenaires pour un pilotage réussi de cette nouvelle méthode d’enseignement. - 57 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

TROIS ILLUSTRATIONS Première illustration : ►► Grille d’analyse de l’utilisation d’une vidéo dans l’enseignement du français langue étrangère (F.L.E). Support : vidéo Youtube : Tarte de tomates saveurs anciennes Chef : Thierry Marx durée : 5.19 minutes. DESCRIPTION DE LA SÉQUENCE

NIVEAU 1RE ANNÉE

Programme

Futur proche

Support

Image fixe : leçon + Vidéo

Objectif attendu

Contextualisation du cours

Appropriation

Vidéo à réaliser en classe

Mise en œuvre : • Image fixe présentant le passage du présent de l’indicatif au futur proche, • Visualisation de la vidéo dans son intégralité pour comprendre le contexte d’utilisation de ce temps, • Détailler les phases de la réalisation de la recette : action-> réalisation, • Immersion dans une mission précise en cuisine. Deuxième illustration : ►► Utilisation du smartphone pour l’exploitation du mot « SERVICE ». La séquence commence sur l’étymologie – être esclave- avec écoute des différents commentaires de chacun. Puis la recherche par groupe s’organise pour constituer l’ensemble des définitions de ce terme en faisant le tour des différents sites de dictionnaires en ligne.

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Exemple : définitions du Larousse en ligne. • Fonction de domestique dans une maison privée, • Travail de quelqu’un chargé de servir des clients dans un restaurant, un magasin, un hôtel : Service rapide, soigné, • Ensemble des repas servis à des heures échelonnées dans une cantine, un wagon-restaurant : Aller au premier, au deuxième service, • Ensemble des plats composant une partie du repas et qui étaient apportés en même temps, • Pourcentage d’une note d’hôtel, de restaurant, etc., spécialement affecté au personnel : 15 % de service, • Ensemble des objets (vaisselle, verrerie, argenterie) ou des articles de linge pour la table ; assortiment de pièces destinées à un usage spécial (service à thé, à liqueurs, etc.)… L’exercice se poursuit en choisissant sur une banque de donnée « images » les illustrations du mot SERVICE. L’objectif est d’éclairer un mot majeur dans le domaine de l’hôtellerie restauration pour déterminer son contenu global. La sélection des différents logos issus de Google images faite, on les analyse et on les met en relation avec l’Hôtellerie-Restauration ou d’autres domaines professionnels.

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Troisième illustration : ►► Projection de la peinture de « La Chambre de Van Gogh à Arles » 1888. Étude comparative avec l’événementiel mis en place par Airbnb dans le cadre de l’exposition Van Gogh à Chicago : location d’une chambre, réplique exacte de la toile du peintre. Transposition de la démarche en découvrant sur des musées en ligne d’autres tableaux favorisant une communication événementielle. HÔTELLERIE – RESTAURATION ET L’INTELLIGENCE DES SENS L’heure n’est pas venue d’opposer celui du présentiel et celui du numérique. Mais l’outil numérique ne doit pas couper l’apprenant des forces d’un secteur qui engage au quotidien nos 5 sens. La dématérialisation, l’accélération sont–ils des termes aux antipodes de l’hôtellerie-restauration ? Evidemment non. Nous apprécions tous de communiquer plus vite, de faire un Skype avec quelqu’un qui vit à l’autre bout de la planète. Mais les métiers de l’Hôtellerie-Restauration et du Tourisme nous disent aussi : « ralentissez, occupez-vous des autres, oubliez vos smartphones, laissez de côté écrans et claviers le moment venu. Sachez appréciez la fraîcheur d’un mets, les explications en direct d’un chef, le toucher d’un fauteuil aux matières nobles, la décoration d’une chambre et - 60 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

les jeux de lumières, l’association de boissons pour l’élaboration d’un cocktail, la voix d’une réceptionniste et les explications données pour réussir votre soirée ». Comment changer la donne ? Comment faire percevoir à nos étudiants l’importance de ces intelligences des sens dans leur formation du moment et leur employabilité future. Comment associer univers présentiel, distanciel et expérientiel ? L’alternance séquence pratique/ séquence théorique est de plus en plus la clé de la réussite de toute formation. L’engagement et la détermination de l’étudiant diffèrent d’un monde à l’autre. D’un côté, il pense satisfaction client, image de son entreprise, de l’autre, il cible examens, diplôme, poste de travail. Dès lors, parler de co-construction de la formation devient une évidence. L’enseignant « accompagnateur, collaborateur » va de plus en plus à la rencontre de chaque apprenant pour réfléchir avec lui sur l’organisation de son travail, sur le développement de ses ressources, sur la consolidation de ses compétences techniques et comportementales. Pour se rapprocher de ses souhaits professionnels dans un monde du travail en mutation ce coach, plus que jamais, doit faire preuve d’empathie. L’étudiant, pour un investissement majeur, apprécie de plus en plus de se sentir dans un parcours de formation pensé pour lui, tout comme le client face aux services offerts. A ce stade, on semble être bien loin du cours en ligne dispensé par un professeur émérite légèrement pixélisé face à un nombre impressionnant d’étudiants connectés. En hôtellerie-restauration, l’équipement matériel de l’espace fréquenté – lobby, restaurant, chambre…compte pour la satisfaction du client mais le déploiement de l’investissement humain aussi. De fait, l’expérience sensorielle reste irremplaçable. A l’intelligence de la main s’ajoutent celles de tous les autres sens. Tout ce qui se voit, s’entend peut passer par les TIC en revanche, ce qui se sent, se - 61 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

touche, se goûte nécessite un contact direct. L’intuition, 6ème sens ressenti dès la première approche en fonction des valeurs émergentes du moment (le durable, le bio, la connectique, le design par exemple a également sa place. (Jacquet H., 2012). L’attitude, la gestuelle, l’intonation de la voix, le professionnalisme en un sens se répercutent sur l’appréciation du client. C’est en présentiel que l’apprenant va en percevoir la dimension et le travail à effectuer pour parvenir à une belle maîtrise. Cette appétence pour le contact direct n’est pas prête à disparaître puisque certains hôtels proposent des séjours en jeûne digital : le digital detox (Vichy Spa Hôtel Les Célestins dans l’Allier) ou la formule « mains libres » des thermes de Bagnères-de-Bigorre pour prendre du recul et faire une parenthèse numérique. C’est un nouveau filon commercial que les Etats-Unis exploitent déjà largement. Sans oublier que certains cadres d’Apple ou de Google ont inscrit leurs enfants dans des établissements où la formation se fait sans télévision ni ordinateur. Ne tombons pas dans la démesure mais sera-t-il aussi à prévoir de reprogrammer des journées de formation sans TIC dans nos emplois du temps futurs ? La formation passe aussi par l’écoute du client : le personnel en première ligne - hôtesse d’accueil, serveur, chef de rang, sommelier, réceptionniste, femme de chambre, employé room service – sont les meilleurs alliés sur le terrain. Si l’on croise les informations clientèle directes que chacun d’eux fait remonter avec celles que les TIC vont favoriser (questionnaires, enquêtes, commentaires, études qualitatives et quantitatives en ligne, les responsables en titre sauront, s’ils en ont les moyens, mettre en place les ajustements et améliorations à apporter pour la satisfaction de tous. C’est cela le design de services où « le client est roi ». En Hôtellerie-Restauration, l’apprentissage passe par un accompagnement progressif puis régressif des étudiants dans le cadre d’activités authentiques, ce que favorisent largement les établissements avec hôtel et restaurant d’application. La réussite de nos étudiants - 62 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

relève réellement d’un déroulement d’apprentissage conjoint entre professionnels et enseignants ; là est l’intérêt de faire se succéder semaine de théorie et semaine de pratique : Réflexion sur une action 1 ► Action-1► Adaptation 1- ► Nouvelle Action modifiée1... Visualisation d’une action en classe ► Analyse de l’action ► Échanges entre étudiants/ professionnels/enseignants

C’est une véritable dynamique du mécanisme d’apprentissage Les différents acteurs – apprenants, professionnels, enseignantsapprennent les uns des autres dans un tel processus. C’est le déploiement de cette mécanique d’apprentissage qu’il s’agit de consolider, d’élargir en conjuguant des phases d’acquisition hétérogènes (comme nos classes d’ailleurs) : • Moments de dialogues entre apprenants et enseignants • Moments de dialogues entre apprenants et professionnels • Phases de transmissions traditionnelles des connaissances en classe • Séquences de recherche via les TIC et monde numérique pour une formation « ouverte » et collaborative Les TIC sont, de ce fait, à la croisée de deux dynamiques celle de l’apprentissage pratique et celle de l’innovation pédagogique. Voilà pourquoi elles sont devenues progressivement incontournables tout autant dans l’enseignement que dans la formation professionnelle ; elles participent aussi, par leur usage, à l’insertion sociale et citoyenne. L’avènement des nouvelles technologies a révolutionné notre mode de vie personnelle et nos activités professionnelles. Chaque jour, nous consommons, échangeons, nous nous informons, via nos smartphones, nos tablettes et autres objets connectés. La digitalisation de la formation ne peut pas échapper aux nouvelles technologies. Elle se traduit par de nouvelles façons d’apprendre en exploitant les outils digitaux. “Digital Learning”. - 63 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Un des grands avantages de la digitalisation de l’enseignement est que l’apprenant devient acteur de sa formation. La mémorisation de contenu de la formation est toujours plus aisée quand l’étudiant est moteur de son apprentissage. De plus, l’interactivité et l’attractivité du contenu rendent l’assimilation plus efficace et ludique. L’apprenant apprécie la flexibilité de ce e-learning selon ses disponibilités (heure, lieu), à son propre rythme indépendamment des autres apprenants. Cette digitalisation de la formation modifie en profondeur l’approche pédagogique : moins vertical et contraignant, l’enseignement devient plus collaboratif, plus flexible, prenant en compte les différences et les besoins de chacun. Par le gain de temps obtenu, par exemple, en mettant un cours en ligne, l’enseignant parvient à mieux gérer les problèmes de niveaux et un véritable travail à la carte se construit avec les apprenants qui en ont besoin. A ce jour, les recherches montrent que tout le monde ne peut pas « apprendre en ligne », ce qui explique les taux d’abandon ou d’échec plus important qu’en présentiel. Ce mode d’apprentissage est, en effet, encore très sélectif. Si les supports de transmission de l’information changent qu’en est-il des mécanismes du cerveau et de l’art de cette transmission des savoirs qu’est la « pédagogie »? L’Enseignement assisté par ordinateur (EAO) dans les années 80, la formation en ligne, au milieu des années 90 via la formation à distance par classe virtuelle, la e-formation et plus récemment la formation digitale : laquelle de ces formations offre les meilleures solutions pour résoudre nos problèmes ? Il ne faut pas oublier que, quel que soit le canal qu’elle emprunte, la formation s’adresse à des personnes et que ces personnes acquièrent de nouvelles connaissances et de nouveaux comportements suivant un processus biologique immuable qui se produit dans le cerveau et relayé par les 5 sens.

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Or, nos sens sont les mêmes depuis quelques millénaires et, sauf événement extraordinaire, le resteront pour quelques temps encore. Aussi, prétendre qu’il existerait une nouvelle pédagogie propre à la formation à distance, à la e-formation ou à la formation digitale nous semble encore, à ce stade, discutable. De tout ceci retenons au moins une chose : outre la connaissance du sujet que l’on enseigne, la pédagogie s’apprend. Et, quel que soit le mode d’enseignement, quel que soit le canal emprunté, il est indispensable de s’appuyer sur les fondamentaux de la pédagogie pour répondre aux besoins des apprenants. C’est-à-dire prévoir : –– Une véritable et sincère relation pédagogique dès le premier contact, –– Des objectifs clairs et réalistes à atteindre, –– Des évaluations de l’apprentissage qui mesurent la progression de chacun, –– Des techniques pédagogiques suffisamment variées et disruptives pour motiver, –– Une gestion des événements dans la confiance et le respect, –– Un soin particulier apporté à la communication orale, écrite et visuelle, –– L’évaluation de l’enseignement de chaque session pour améliorer les suivantes. Nous voyons émerger au quotidien un apprentissage hybride l’un indirect digital, l’autre direct en face à face. L’affrontement entre ces deux mondes est encore rude ; c’est désormais dans leur synergie que se ressource la formation aujourd’hui et non dans l’élimination de l’un par l’autre. Ainsi, il convient de modifier nos processus d’apprentissage pour susciter l’intérêt et l’attraction. Ralentir ou refuser d’introduire les TIC reviendrait à déstabiliser et démotiver ces « millennials ».

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A l’heure du numérique, les pratiques pédagogiques, les relations entre apprenants/enseignants sont en mutation et remettent en question certaines valeurs et finalités du monde éducatif. La valeur « temps », le lieu, les acteurs, les outils sont à reconsidérer. L’enseignement supérieur voit apparaître l’étiquette « campus numérique » où l’usage des technologies de l’information et de la communication tente de mobiliser tout le personnel enseignant administratif, technique dans l’optique d’une pédagogie innovante et où se mêlent, pour le moment, des phases de formation en présentiel et distanciel.

Crédit photo Thierry Laffond

La formation en Hospitalité, pour entrer dans le jeu, doit alors induire des processus d’innovations pédagogiques menant à de nouvelles expériences de travail collaboratif. L’usage des TIC conduit à donner une dimension « réseau » à la pédagogie susceptible de constituer une double communauté d’apprentissage et de pratique. Dans un tel contexte, des exigences d’interdisciplinarité apparaissent, tant dans le domaine de la théorie et des différentes matières à maîtriser que dans celui de l’application sur le terrain. A cela s’ajoute la nécessité d’une réflexion transversale entre enseignants et professionnels , étudiants et stagiaires pour proposer des cours « utiles » et diagnostiquer, ensemble, les expériences de pratiques réussies.

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SIGLES COOC : Corporate Online Open Course, est un cours en ligne dispensé par une entreprise auprès de ses clients, de ses fournisseurs ou de ses salariés ; il favorise un travail collaboratif, travail distanciel… et accompagne la transformation digitale au sein d’une organisation pour développer les compétences de chaque collaborateur. MOOC : Massive Online Open Course, est une formation en ligne en libre accès sur Internet. Il s’agit d’un cours qui s’étale sur plusieurs semaines et met à disposition un contenu pédagogique avec des vidéos, des quizz et se termine par l’obtention d’un certificat. Le MOOC illustre l’idée de co-construction des savoirs et du savoir-faire. xMOOC est un MOOC axé sur la création et la mise en ligne de contenus pédagogiques sans interactivité. Le cours mis en ligne présente un enseignant qui sait et divulgue ce savoir. cMOOC : Là, tout étudiant peut potentiellement devenir un enseignant qui apporte sa pierre à l’édifice du cours quand il peut faire une contribution. SOOC : Small Online Open Courses, cours en ligne ouvert à tous mais très spécialisé ce qui restreint le nombre de participants. SPOC : Small Private Online Courses, est une formation en ligne pour un nombre restreint de personnes avec un nombre d’accès volontairement limité, formation privée qui ressemble à une formation e-learning on la compare à un stage de formation pour répondre à un besoin spécifique d’une entreprise. TICE : Technologies de l’Information et de la Communication pour l’Enseignement.

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EXPOSITION « TANT de TEMPS ! » 3 décembre 2016- 30 avril 2017. 50 artistes contemporains au Musée Soulages, Rodez. « Les bouleversements technologiques pléthoriques et l’essor toujours plus rapide des technologies de l’information et de la communication ont modifié notre perception du temps. »

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WEBOGRAPHIE https://alsic.revues.org.Vol.19, n°2/2016. www.binaire.blog.lemonde.fr Pièges à MOOC juin 2014 Guerraoui Rachid. www.cndp.fr/l’ingénierie éducative dossier 42 Réseau Canopé. http://etudiant.lefigaro.fr/article/pres-de-80-des-etudiants-utilisent-facebook-pour-travailler-en-groupe 10/02/2017. www.leconomiste.com « rien ne remplace le tableau et la craie » 05/2015. Guerraoui R. www.lhotellerie-restauration.fr : Informatique et nouvelles technologies : l’ère des TIC, 11 octobre 2007. www.marcprensky.com/writng/Prensky (2001) Digital Natives, Digital Immigrants). www.reseau-canope.fr. Intégrer le numérique dans sa pratique pédagogique11/02/2015. www.tecfa.unige.ch.2006 PDF. Charlier, Deschryver, Peraya. Apprendre en présence et à distance : une définition des dispositifs hybrides. www.u-paris2.fr/mooc université Paris II, Panthéon – Assas. www.thinkwithgoogle.com (2016) article : Génération Z : comment parler aux consommateurs de moins de 20 ans. Vidéo : Brut, Blancs de Blancs ou Blanc de Noirs. Gaetan Bouvier. Meilleur sommelier de France 2016.

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BIBLIOGRAPHIE BERGMAN, J. et SAMS, A. (2014) La classe inversée, Les éditions Reynald Goulet. CERISIER, J.-F. (2009) Culture informationnelle, culture numérique, tensions et relations. Le cas des référentiels C2i niveau 2. Les cahiers du numérique, Éditeur : Lavoisier (vol.5). DEGACHE, C. ; NISSEN, E. (2008) Apprentissage des langues et systèmes d’information et de communication, Vol.11. p.61-82. JACQUET, H. (2012) L’intelligence de la main, Édition L’Harmattan, Collection Logiques sociales. MULLER, F. (2005) Manuel de survie à l’usage de l’enseignant, Édition de L’Étudiant. PFEIFFER, L. (2015) Mooc, Cooc : La formation professionnelle à l’ère du digital, Édition Dunod. ROLLOT, O. (2012), La génération Y, Édition PUF. SERRES, M. (2012), Petite Poucette, Édition Le Pommier.

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LE BON USAGE DES MOYENS INFORMATIQUES

Malek BOUZAIEN*

OBJECTIFS DE L’ÉTUDE Cette étude a été menée dans le cadre des travaux de recherches organisé par le “CIRVATH Research Projects” pour fournir les informations concernant Le potentiel des TICE dans le domaine de l’hôtellerie notamment l’enseignement et à influencer l’apprentissage. Cet article traite également des solutions TICE, l’e-learning, Cloud Computing, Internet of Things et présente des études de cas et meilleures pratiques des programmes d’apprentissage. APPROCHE Cette étude consiste en une revue des approches sur l’enseignement dans le domaine de l’hôtellerie, l’e-learning et les technologies de l’information et de communication. Le bon usage des moyens informatique spécialement les TICE au sein d’une société a toujours un impact positif sur la productivité, l’organisation des flux de travail etc... Pour cela il faut avoir un but bien précis pour l’utilisation des TICE dans l’enseignement du management international de l’hôtellerie en vue de garantir un apprentissage meilleur. Pour cela il faut préparer tout une démarche pour la mise en œuvre des TICE. * Enseignant VATEL Tunis

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Premièrement prévoir une utilisation simple des technologies de communications commençant par l’introduction au fur et à mesure dans les cours des technologies suivantes dans l’objectif de familiariser les étudiants avec les outils de TICE : • Groupware : On désigne par le terme de « Groupware » (en français collecticiel) les méthodes et les outils logiciels permettant aux étudiants de mener un travail en offrant un environnement partagé. Permet d’assurer un travail coopératif et le partage de documents entre plusieurs personnes. Exemple les visioconférences, messagerie instantanée, E-mail (Outlook, Gmail...), agenda. Les principales fonctions du Groupware sont : –– Échanger les informations au sein de groupe et faciliter la réalisation de tâches communes, –– Aider à la planification et à la synchronisation du travail et permettre de dé passer les contraintes d’espace et de temps, –– Faciliter la communication, la coordination et le stockage des documents et travaux. • Workflow : représente les flux de travail ou le processus de travail d’une information d’une étape a une autre. Les logiciels de workflow sont un «ensemble de logiciels proactifs qui permettent de gérer les procédures de travail, de coordonner les charges et les ressources et de superviser le déroulement des tâches. Toutefois, il importe de préciser que le Groupware est souvent complémentaire au workflow. Deuxièmement introduire un enseignement à distance connu essentiellement par l’E-learning dans quelques modules, l’étudiant n’a plus besoin de se déplacer pour assister aux cours, il utilise le - 72 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

courrier électronique pour la formulation de ses idées en utilisant ses propres mots cette pratique renforce la compréhension et la mémorisation des sujets. Les étudiants peuvent travailler ensemble grâce à l’interaction en ligne. E-learning : c’est une plate-forme ou application web, dédiée à l’enseignement à distance englobant la majorité des services offert par l’université. La plate-forme E-learning repose essentiellement sur la technologie de l’Internet pour maintenir les relations entre les différents intervenants, les protocoles de communications et de messageries (SMTP, POP3), les langages de développements des sites web dynamiques (PHP, JSP, ASP) et les bases de données (stockage des cours, sauvegarde des discussions, ajout des étudiants…) Les principales fonctionnalités du E-learning sont : • Il permet de fournir une structure d’enseignement équivalente à l’enseignement dans une université réelle. –– Administration en ligne en cas besoin de renseignements ou d’un document il peut contacter l’administration, –– Les enseignants en ligne à travers des messages asynchrones a tout moment, –– Les forums ou le chat pour contacter d’autres étudiants, –– Bibliothèque en ligne pour consulter des livres, des revus, des documents, des examens des années précédentes, –– Tableau d’affichage en ligne pour les étudiants contenant les formulaires, les annonces et les notes destinés aux étudiants, –– Recevoir par courrier électronique des messages de tous les intervenants dans la plate-forme. • Utilisation des nouvelles technologies dans l’enseignement (E-mail, Chat, Forum...). –– E-mail moyen de communication entre les intervenants de la plate-forme E-learning, - 73 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

–– Chat ou forum pour communiquer avec les enseignants pendant ou en dehors des séances de cours, –– Vidéoconférence : ou visioconférence qui consiste à permettre la communication visuelle et auditive de plusieurs interlocuteurs situés en des lieux distincts grâce à un logiciel adapté et à des webcams. • Échange continu des données. • Accès aux modules de cours à tout moment. Pour l’utilisation des TICE, les enseignants sont donc amenés a créés des nouvelles approches méthodologiques d’enseignements. • L’enseignant est amené à adapter son cours à un enseignement à distance. –– Création des vidéos (semblables à celles de Youtube) pour expliquer les éléments du cours, –– Préparation des animations avec flash pour des notions de cours, –– les cours sont présentés sous forme d’une présentation PowerPoint, –– publier les cours périodiquement sur la plateforme E-learning. • Vérifier la présence des étudiants. • Entrer en communication avec les étudiants à travers les forums ou le chat. • Varier les formes des évaluations (QCM, étude de cas, préparation d’un rapport...). l’Internet qui a prouvé son importance dans la vie et l’utilisation quotidienne, à la fois dans divers domaines recherche de la documentation, les transactions de commercialisation, les réseaux sociaux.. L’utilisation de l’Internet dans l’éducation est naturellement prévue. Notamment, L’Internet offre une plate-forme mondiale pour le stockage de l’information et sa présentation sous - 74 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

forme textuelle, visuelle, graphique ou toute autre forme. Il sert également comme moyen de synchronisation et communication asynchrone. Dans le même temps, il est à prévoir que les méthodes de travail et la communication entre les étudiants et les professeurs continueront à s’améliorer et que des efforts seront faits pour augmenter la qualité de ce genre d’étude. L’utilisation des Clouds : Cloud Computing est une technologie qui utilise l’Internet et les serveurs distants centraux pour les applications. Le cloud computing permet aux utilisateurs et aux entreprises à utiliser des applications sans installation et à accéder à leurs fichiers personnels de n’importe quel ordinateur avant accès à l’Internet. Aujourd’hui, de plus en plus de chercheurs tentent d’utiliser les technologies sans fil pour créer des salles de classe plus intelligentes et, plus précisément, des salles de classe qui peuvent donner aux instructeurs des commentaires en temps réel sur ce qui fonctionne ou ne fonctionne pas. A l’aide de l’Internet of Things qui est une technologie basée sur les capteurs, les conférenciers et les enseignants de façon générale peuvent très bien recevoir un jeu-par-jeu à la fin de chaque classe détaillant qui a parlé, pour combien de temps et sur quels sujets et même qui est resté éveillé et alerte pour toute la discussion et recevoir même ses informations en temps réels c’est-à-dire au cours de la séance.

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INTRODUCTION

Figure 1 : classement des groupes hôteliers internationaux dans le monde au 1er janvier 2015, selon le nombre d’hôtels. Le tourisme fournit 10% du PIB mondial, avec 20 millions de chambres et 260 millions d’employés à travers le monde, Ces chiffres prouvent l’importance et l’impact de l’hôtellerie et du tourisme sur l’économie mondiale. Vu son importance, et dans l’objectif de garantir une croissance accrue du tourisme. Les écoles de l’hôtellerie qui est l’un des acteurs importants du monde de tourisme doit doter d’un enseignement de qualité sur tous les plans que ce soit pratique ou théorique avec l’introduction entre autre des NTICs. LES NTIC DANS L’ENSEIGNEMENT Définition L’approche académique classique le professeur représente l’autorité ultime et le fournisseur de la connaissance en utilisant des - 76 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

méthodes pédagogiques simples. Les étudiants doivent intégrer et appliquer le savoir exposé par l’enseignant. En effet avec la révolution que connait le monde de la technologie et de la communication il fallait introduire des nouvelles méthodes pédagogiques basées sur les nouvelles technologies. En effet les TICs fournissent des moyens novateurs, non seulement pour la diffusion des connaissances mais aussi pour l’exploration de stratégies d’apprentissage qui favorisent la construction des compétences. en plus d’offrir un soutien de diffusion enrichi (sons, images, animations, par le biais d’un site Web ou d’une présentation PowerPoint ), les TIC présentent de nombreuses et intéressantes possibilités pour les enseignants qui souhaitent expérimenter des activités où l’on cherche à rendre les élèves plus actifs et à les faire travailler ensemble en but de construire de leurs connaissances. LE GROUPWARE Définition Le Groupware ou « collecticiel», ou encore «synergiciel», recouvre les architectures matérielles et logicielles permettant à un groupe ou des groupes de personnes de travailler en commun, tout en étant éventuellement distantes, en leur apportant la logistique pour : 1. Communiquer (messageries, forums, réunions à distance, etc.), 2. Coopérer (espaces virtuels, élaboration collective de documents), 3. Coordonner (agendas, plannings électroniques), 4. Collaborer (bases d’informations, bases de données, bases de connaissances communes).

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Figure 2 : Le Groupware et les outils de travail. 1. Tableau personnel : les emplois du temps, calendrier des examens, les réunions, les relevés de notes, 2. Calendrier partagés : permet de planifier facilement des réunions grâce à la messagerie, les examens, les stages, 3. la gestion des tâches est une application Groupware permettant d’organiser la réalisation d’un travail par plusieurs personnes, quelle que soit leur localisation, 4. Annuaires, 5. Importer/exporter les contacts dans différents formats, - 78 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

6. Choix des contacts personnels, ouverts au groupe ou à tout le monde, 7. Groupes : gestion des groupes de classes, 8. Gestion de projets : les étudiants qui travaillent sur un même projet, 9. Messagerie cliente : envoie des messages entre les enseignants, étudiants et les administrateurs, 10. Messagerie instantanée : discussion en temps réel. Les grands noms actuels du Groupware sont Lotus IBM (Notes et Domino), Microsoft (Exchange) et Novell (Groupwise). Ces technologies n’implémentent pas toutes le Groupware au même niveau. Elles n’en traitent souvent qu’un ou plusieurs aspects. Toutefois, il importe de préciser que le Groupware est souvent complémentaire au workflow. Ainsi, on parle de Groupware ou d’outil de travail coopératif. C’est un outil de base de l’échange et de la gestion des connaissances (Knowledge Management). C’est, aussi, un processus de travail en groupe visant un objectif précis et un ensemble de logiciels conçus dans le but de faciliter ce travail. Les fonctions du Groupware Les principales fonctions du Groupware sont : 1. Échanger les informations au sein d’un groupe et faciliter la réalisation de tâches communes, 2. Aider à la planification et à la synchronisation du travail et permettre de dépasser les contraintes d’espace et de temps, 3. Faciliter la communication, la coordination et le stockage des documents et travaux.

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Les différentes catégories d’applications classées dans le domaine du Groupware Sous le vocable générique de Groupware, l’on peut souvent trouver les applications suivantes (Mayetic, 2001) : 1. Publication, 2. Bases collectives, 3. Dossiers partagés, 4. Coordination (workflow), 5. Formulaires, 6. Discussion (ou Forum), 7. Agendas, 8. Messagerie et annuaires. LE WORKFLOW Définitions Il existe une grande variété de définitions pour le workflow (littéralement le flux du travail, ou mieux encore, la chaîne de validation automatisée). Nous en citerons deux : une définissant ce que sont les logiciels de workflow et l’autre définissant ce que sont les procédures du workflow (Mayetic, 2001). Logiciels Les logiciels de workflow sont un « ensemble de logiciels proactifs qui permettent de gérer les procédures de travail, de coordonner les charges et les ressources et de superviser le déroulement des tâches ». Procédures Les procédures du workflow sont « tout ensemble de tâches exécutées en parallèle ou en série par au moins deux membres d’un groupe pour atteindre un but commun ». - 80 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Le workflow peut aussi se traduire par « gestion électronique de processus » (GEP) ou, encore par « gestion des flux » (Casino, 1999). Le workflow vise donc l’automatisation de processus mettant en jeu plusieurs acteurs, plusieurs documents, plusieurs tâches, etc. Les documents, les informations et les tâches suivent des règles et des circuits prédéterminés. Les logiciels de workflow organisent généralement la gestion des processus autour de flux grammes, c’est-à-dire des diagrammes représentant graphiquement le flux et le déroulement des étapes d’un processus ou d’une procédure. Le champ d’application du workflow concerne le travail administratif (par exemple, le circuit d’une demande envoyé par un étudiant, les règlements, la gestion des lettres de réclamation, etc.). En somme, le workflow est un outil coopératif qui s’attache à optimiser et à rationaliser les flux d’information et les procédures de travail. Il s’agit donc d’un système qui permet la gestion électronique des processus. Cette gestion consiste en l’affectation, la circulation, le traitement, le suivi et le contrôle de l’état d’avancement des travaux. Aidé d’un logiciel et d’une représentation informatique de la logique du flux des processus, il a pour objectif ultime de s’assurer que les tâches adéquates sont accomplies par la personne qu’il faut et au moment qu’il faut. Les fonctions du workflow Le workflow a plusieurs fonctions : 1. Il assure le passage des documents de service en service et garantit leur mise à jour, leur visualisation et leur annotation par les acteurs (utilisateurs), 2. Il informe les responsables sur l’état d’avancement des travaux à chaque étape,

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3. Il optimise les processus et vise à diminuer le volume des documents, 4. Il coordonne les actions des acteurs, c’est-à -dire, les utilisateurs internes et externes. Les avantages du workflow Parmi les avantages du workflow, l’on retient : 1. L’amélioration de l’efficacité en éliminant les étapes inutiles et du contrôle du processus du cycle, 2. Une meilleure qualité du service à la clientèle et la simplification des processus d’affaires, 3. La faculté d’adaptation aux besoins des changements d’affaires, Exemples de Workflow dans le système d’enseignement : • • • • • • • • • • •

Processus d’inscription dans l’établissement, Processus de correction de notes, Demande d’investissement, Processus de suivi des réclamations étudiants / Enseignants, Processus de suivi des informations sur les étudiants, Demande de formation par un étudiant, Demande d’intervention (documents, congé...) étudiants / Enseignants, Validation de note interne classique, Validation de note interne sensible, Remboursement de frais, Engagement de frais.

L’exemple suivant illustre les sous-processus, activités et les tâches à exécuter par un apprenant pour un cours de système d’information. Un cours représente un sous-processus, la leçon représente les activités et les tâches désignent le travail à faire par l’apprenant. - 82 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Processus

Enseignement de la matière Système d’information

Sous-processus1

Cours : Introduction aux systèmes d’information

Sous-processus2

Conception de systèmes d’information

Activité1

Sous-processus3

Organisation et méthodes d’accès aux données

...

Activité2

Leçon : Notion d’organisation

Leçon : Systèmes de décision

Activité3

Leçon : Systèmes de décision

Fin du sousprocessus1

Figure 3 : Les différentes phases du workflow. La liste des différentes phases par lesquelles un projet de workflow doit passer est composée de trois étapes (Mayetic, 2001) : L’analyse. C’est la phase de modélisation des procédures, sous la responsabilité des organisateurs de l’entreprise. Rares sont les produits de workflow qui intègrent cette dimension. Elle est issue plutôt des méthodes de BPR (Business Process Reengeneering), dont l’objectif est de remettre à plat tous les processus de l’entreprise pour en rebâtir de nouveaux, plus efficaces et mieux adaptés à la compétitivité ambiante et surtout aux technologies désormais disponibles. A ces phases de BPR sont toujours associés les outils informatiques. C’est dans ce cadre que se sont développés les outils de workflow, puisqu’ils sont parfaitement optimisés pour le traitement automatisé des procédures de l’entreprise. La construction. Elle consiste, à partir des modélisations de processus issus de la phase précédente, à formaliser les procédures - 83 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

résultantes au sein d’un système informatique, et à définir l’ensemble des conditions nécessaires à son bon fonctionnement, et à son intégration dans l’informatique existante. Tous les produits de workflow possèdent un module gérant cette phase, mais de manière plus ou moins évoluée. Les produits complets doivent offrir un mode de représentation graphique des procédures. L’exécution. C’est la phase pendant laquelle les procédures sont exécutées et les tâches traitées. C’est également pendant cette phase que les statistiques fondamentales pour le suivi de tout processus sont générées. Des outils d’administration doivent également exister afin de pouvoir intervenir à tout moment sur les procédures elles-mêmes en cas de problème. Bien entendu tous les produits de workflow intègrent ce module. E-LEARNING Introduire un enseignement à distance connu essentiellement par l’E-learning dans quelques modules, l’étudiant n’a plus besoin de se déplacer pour assister aux cours, il utilise le courrier électronique pour la formulation de ses idées en utilisant ses propres mots cette pratique renforce la compréhension et la mémorisation des sujets. Les étudiants peuvent travailler ensemble grâce à l’interaction en ligne. Définition : Le e-learning est un processus d’apprentissage à distance s’appuyant sur des ressources multimédias, qui permet à une ou plusieurs personnes de se former à partir de leur ordinateur. Les supports multimédias utilisés peuvent combiner du texte, des graphismes en 2 ou 3 dimensions, du son, de l’image, de l’animation et même de la vidéo. Ces supports permettent de révolutionner l’approche pédagogique, d’employer des méthodes plus ludiques où l’interactivité joue un grand rôle, de diversifier les outils employés, de s’adapter - 84 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

davantage au processus d’apprentissage de l’apprenant, qui devient le pilote de sa formation. Ce dernier pourra se former à son rythme, en fonction de ses besoins et de ses disponibilités, ce qui est particulièrement important à une époque où la formation se décline tout au long d’une vie. Les avantages et les faiblesses du e-learning : Les avantages du e-learning : 1. La formation est ouverte à toute personne, quels qu’en soient son âge, son niveau d’instruction, sa catégorie socioprofessionnelle, etc., 2. L’accès aux informations, aux savoirs et aux savoirs faire sans limites de distance, 3. Favoriser la créativité et l’esprit de découverte, 4. Le e-learning permet l’accès à de nouvelles compétences qui sont plus que jamais indispensables aux exigences de la vie moderne. Chacun peut se familiariser avec les nouvelles technologies comme l’ordinateur, les systèmes multimédias et l’Internet, 5. Formation sur place : pas de déplacements ce qui favorise un gain de temps, une économie en argent et des conditions optimales de formation (à la maison par exemple) sans oublier que cet avantage est très bénéfique pour les personnes handicapées, 6. Un formateur peut s’adresser à un grand nombre d’apprenants tout en assurant une relation individualisée avec chacun d’eux, 7. Une réduction des coûts : L’e-formation est une solution qui permet de réduire sensiblement les coûts par rapport à une formation en mode présentiel.

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CLOUD COMPUTING Cloud Computing est une technologie qui utilise l’Internet et les serveurs distants centraux pour les applications. Le cloud computing permet aux utilisateurs et aux entreprises à utiliser des applications sans installation et à accéder à leurs fichiers personnels de n’importe quel ordinateur avant accès à l’Internet. Cette technologie permet une utilisation très efficace des moyens Informatiques en centralisant le stockage et le traitement. Le cloud computing est l’utilisation de ressources informatiques (Matériel et logiciel) qui sont livrés en tant que service sur un réseau (généralement l’Internet). Le nom vient du l’utilisation d’un symbole en forme de nuage comme abstraction complexe qu’il contient dans les schémas système. Cloud computing confie des services à distance aux données d’un utilisateur, logiciels et calculs. Une des applications les plus intéressantes du cloud computing est un nuage éducatif. Le cloud computing éducatif peut concentrer la puissance de milliers d’ordinateurs sur un problème, permettant aux chercheurs de rechercher et de trouver rapidement le problème. Les universités peuvent ouvrir leurs infrastructures technologiques aux secteurs privés, publics pour réaliser plus de recherche. L’efficacité du cloud computing peut aider les universités à suivre le rythme des besoins et les coûts énergétiques. Les élèves s’attendent à ce que leurs personnels mobiles pour se connecter aux services du campus éducation. Les membres du corps professoral demandent un accès efficace flexibilité lors de l’intégration de la technologie dans les classes. Les chercheurs veulent un accès instantané à services de calcul de performance, sans eux la responsabilité de gérer un grand serveur et une ferme de stockage. Le rôle du cloud computing dans l’enseignement universitaire ne devrait pas être sous-estimé car il peut apporter des gains importants offrant un accès direct à un large éventail de ressources, des applications de recherche et des outils pédagogiques. - 86 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Habituellement, les systèmes E-learning sont développés sous forme d’applications distribuées, mais sans s’y limiter. L’architecture d’un système e-learning est développée comme une application distribuée qui comprend une application cliente, un serveur d’applications et un serveur de base de données (voir la figure 3), à côté du (Ordinateur client, infrastructure de communication Et serveurs). Les avantages de la solution Cloud computing/E-learning : Il existe de nombreux avantages lorsque l’e-learning est Implémenté avec la technologie de cloud computing, elles sont : • Faible coût : les utilisateurs d’E-Learning n’ont pas besoin d’une configuration de haute gamme pour exécuter les applications e-learning. Ils peuvent exécuter les applications à partir du nuage via leur PC, téléphones mobiles, tablet PC ayant une configuration minimale avec la connectivité d’Internet. Puisque les données sont créées et accessible dans le nuage, l’utilisateur n’a pas besoin de dépenser plus d’argent pour une grande mémoire pour le stockage de données dans les machines locales. Les écoles doivent également payer par utilisation, donc c’est moins cher et Besoin de payer seulement pour l’espace dont ils ont besoin, • Amélioration des performances : les machines clientes ne créent pas de problèmes sur la performance quand ils travaillent, • Mise à jour logicielle instantanée : les logiciels sont automatiquement mis à jour dans la source Cloud. Alors, toujours e-apprenants obtenir des mises à jour instantanément, • Amélioration de la compatibilité des formats de documents : les formats de fichiers et les polices ne s’ouvrent pas correctement dans certains PC / téléphones mobiles, dans le cloud ce problème ne se pose pas, • Avantages pour les étudiants : les étudiants obtiennent plus d’avantages grâce à l’apprentissage en ligne basé sur - 87 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

•

les nuages. Ils peuvent prendre en ligne cours, participer aux examens en ligne, obtenir des commentaires cours d’instructeurs, et envoyer leurs projets et en ligne à leurs enseignants, Avantages pour les enseignants : les enseignants ont aussi de nombreux avantages sur l’apprentissage en ligne basé sur le Cloud. Les enseignants peuvent préparer des tests en ligne pour les étudiants, traiter et créer ressources de contenu pour les étudiants par la gestion de contenu, évaluer les épreuves, les devoirs, les projets réalisés par les élèves, rétroaction et communiquer avec les étudiants en ligne Forums, Sécurité des données : une très grande préoccupation est liée aux données sécurité parce que le logiciel et les données sont situés sur des serveurs distants pouvant se bloquer ou disparaître sans avertissements supplémentaires. Même si cela ne semble pas très raisonnable, le Cloud Computing fournit des avantages de sécurité majeurs pour les particuliers et les entreprises qui utilisent / développent l’e-learning solutions, Puissante capacité de calcul et de stockage : Cloud basé sur l’architecture E-learning localise l’information et les données dans un grand nombre d’ordinateurs distribués, la mer de nuages composée de dizaines de milliers d’ordinateurs pour fournir des puissances de calcul et un énorme espace de stockage de « Nuage » comme un service accessible aux étudiants via Internet, Haute disponibilité : grâce à l’intégration des stockages et la puissance de calcul haute performance, ce système peut fournir une meilleure qualité de service. Le système Cloud Computing peut détecter automatiquement la défaillance du nœud et l’exclure. Elle n’affecte pas le fonctionnement normal du système, - 88 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

• Virtualisation : la virtualisation est la plus importante caractéristique de ce type d’architecture. Chaque application, l’environnement de déploiement et la plate-forme physique ne sont pas liés. Il est géré, téléchargé, migré et sauvegardé virtuellement. Il mit le matériel de façon sous-jacente, y compris les serveurs, les équipements de stockage et de réseautage, une virtualisation complète, afin de construire des ressources partagées et distribuées à la demande. QU’EST-CE QUE L’INTERNET DES CHOSES (IOT)? Si vous n’avez pas déjà commencé à lire sur l’Internet des choses ou IoT, le concept est généralement utilisé pour décrire la mise en réseau des objets. Aujourd’hui, les petits capteurs sont de plus en plus intégrés dans les objets de toutes sortes, des chaussures de course aux appareils ménagers aux casques durs. Ces objets sont reliés à leur tour par des technologies sans fil à Internet. Lorsque les choses deviennent en réseau, cependant, ce qu’ils peuvent faire change radicalement. Une paire de chaussures de course en réseau peut transmettre des données à un ordinateur et ces données peuvent ultérieurement être utilisées pour fabriquer des chaussures uniques qui sont faites pour répondre à la manière spécifique de courir des coureurs. Les jours où les objets sont simplement des objets sont terminés. Avec la montée de l’IoT, les choses vont de plus en plus être capables de communiquer aussi, en les transformant en outils réactifs qui peuvent être adoptés et adaptés de diverses manières nouvelles et passionnantes. Par le passé, les chercheurs se sont concentrés sur la façon de dispenser l’éducation à distance. Aujourd’hui, de plus en plus de chercheurs tentent d’utiliser les technologies sans fil pour créer des salles de classe plus intelligentes et, plus précisément, des salles de classe qui peuvent donner aux instructeurs des commentaires en temps réel sur ce qui fonctionne ou ne fonctionne pas. Comme l’a - 89 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

signalé une équipe serbe de chercheurs dirigée par Nenad Gligorić, pendant les conférences, “ environ après 10 minutes, l’attention des élèves commence à diminuer. À la fin d’une conférence, les élèves se souviennent de 70 % des informations présentées dans les dix premières et de seulement 20 % des dix dernières minutes. ” Mais c’est là aussi que l’IOT devient important. Comme le note Gliogrić: “ En combinant la technologie IoT avec l’analyse sociale et comportementale, une salle de classe ordinaire peut être transformée en classe intelligente qui écoute et analyse activement les voix, les conversations, les mouvements, les comportements, etc., La présentation et la satisfaction des auditeurs. Cela permettra aux conférenciers de livrer régulièrement de bonnes présentations et de faire un meilleur impact, tandis que le public bénéficiera de conférences intéressantes rendant ainsi le processus d’apprentissage plus court, plus efficace, plus agréable et même divertissant. ” Théoriquement, dans la classe du futur, chaque bureau sera équipé d’un capteur. Si les étudiants dérivent au cours de la classe, le conférencier (même dans une salle avec des centaines d’étudiants) saura. De même, la salle de classe elle-même sera en mesure de fournir des commentaires en temps réel au conférencier sur tout, de qui parle à leur niveau de vocabulaire. À l’avenir, les conférenciers peuvent très bien recevoir un jeu-par-jeu à la fin de chaque classe détaillant qui a parlé, pour combien de temps et sur quels sujets et même qui est resté éveillé et alerte pour toute la discussion.

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RÉFÉRENCES CAREY, K., (West Valley College Saratoga, CA, USA) & BLATNIK, S., (Institute for Symbolic Analysis and Development of Information Technologies Velenje, SLOVENIA) E-Learning and Economic Development. ALESSI, S., & TROLLIP, S. (1991). Computer-based instruction. Englewood Cliffs, New Jersey: Prentice-Hall Inc. KEMP, J., MORRISON, G., & ROSS, S. (1996). Designing effective instruction. Upper Saddle River, New Jersey: Prentice-Hall, Inc. E-Learning : mode d’emploi. http://www.demos.fr/lexique.asp Les enjeux du e-learning. http://www.demos.fr/enjeux.asp Les chiffres clés E-learning US. http://www.journaldunet.com/ cc/13_e-learning/00_e-learning_us.shtml L’enseignement à distance : Trois générations d’enseignement à distance. Nipper. 1989 http://www.ipm.ucl.ac.be/multimedia/ MARC/3_A_DISTANCE.PDF Enseignement à distance : de nouvelles pistes à défricher. L’Économiste Maghrébin n° 308, 13-27 février 2002. International Journal of Science and Modern Engineering (IJISME) ISSN: 2319-6386, Volume-1, Issue-2, January 2013 9 E-Learning using Cloud Computing Utpal Jyoti BORA, Majidul AHMED. GSTF Journal of Engineering Technology (JET) Vol.3 No.4, April 2016 © The Author(s) 2016. This article is published with open access by the GSTF IOT enabled Futurus Smart Campus with effective E-Learning : i-Campus M.R.M.VEERAMANICKAM, Dr. M. MOHANAPRIYA.

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Applications of Internet of Things in E-Learning Prof. Dr. SRISAKDI Charmonman1 Pornphisud Mongkhonvanit2 Siam Technology College, Thailand.

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READABILITY INDEX OF A TEACHING AND LEARNING COURSEWARE IN EVENT MANAGEMENT Maria Paz A. Castro*

Ms. Maria Paz Castro gained her industry experience, specifically in the areas of event management and sales & marketing, from international hotel chains such as the Holiday Inn, Dusit Thani, and Shangri-La. She is currently an Assistant Professor at the De La Salle-College of Saint Benilde teaching professional courses on hospitality management in both the undergraduate and graduate programs, and the Program Chair of the International Hospitality Management or Vatel Program. Additionally, she is a concurrent lecturer at the School of Professional and Continuing Education Post Baccalaureate Program in Professional Event Leadership. She also leads various student activities as well as some Benilde and De La Salle-wide events. As an advocate of continuous learning and innovation in teaching, Ms. Castro updates herself with industry trends by attending trainings and conferences in key M.I.C.E. destinations locally and abroad. Likewise, she has earned various professional certifications such as the National Certification II on Tourism Promotions and the National Certification III on Events Management, both granted by the Technical Education and Skills Development Authority of the Philippines or TESDA. Most recently, she was accorded the Certified Hospitality Educator or CHE designation by the American Hotel & Lodging Educational Institute (AHLEI). * De La Salle-College of Saint Benilde / Vatel Manila

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Ms. Castro is on the final stage of completing her Doctor in Business Administration degree at St. Paul University Manila, the institution where she earned her MBA Major in Hotel & Restaurant Management. Her Bachelor’s Degree in Hotel & Restaurant Administration is from the University of the Philippines, Diliman. ABSTRACT One of the challenges for instructors is to compose teaching materials that is written at the appropriate grade level of students yet still maintain the desired content. The readability of a courseware ensures that the purpose of learning is not hindered by texts that are too challenging or difficult to comprehend. This study focused on the application of the Flesch-Kincaid readability index to a courseware on Event Management with the premise that appropriate text readability ultimately impacts comprehension and learning. Each module in the courseware was subjected to the readability index and was found to have appropriate grade level scores based on the mean and standard deviation results. Thus, it is an important factor in the education process to evaluate the content and readability of all prepared teaching and learning materials. Keywords: Courseware, Readability index, Event management, International hospitality management. INTRODUCTION A courseware is an educational material intended as kits for teachers or trainers or as tutorials for students. Courseware can encompass any knowledge area and can include material for instructor-led classes, material for self-directed learning, material that is coordinated with distance learning (example: live classes conducted over the internet), and websites and videos that offer interactive materials.

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This study aimed to evaluate the readability of a courseware developed for Event Management, a subject offered for junior students of International Hospitality Management at Vatel Manila. As known, one of the most fundamental features in a course material is the readability of the text by students as well as the fluency and suitability to match age level. In this study, the Flesch-Kincaid index was used to test the readability of the courseware Hippensteel, S. (2015) stated that although the selection of gradelevel appropriate reading materials in secondary schools had received appreciable scrutiny, materials used in undergraduate college classrooms had not received the same degree of attention. The project represented the first attempt to assign a readability score to a teaching and learning courseware. The findings will be valuable to instructors conducting the same course and for faculty who are planning to construct a similar courseware. REVIEW OF RELATED LITERATURE Readability Index A readability index is an estimation of how difficult a text is to read. Measurable attributes of texts such as word length, sentence length, and syllable count gave us ways to measure the complexity of a text. According to Gallagher, T. et.al. (2016), authors and publishers utilized readability indices to quantify the reading grade level at which a typical student can read a text. They quoted DuBay (2004) that over the past eight decades, more than two hundred readability indices had been proposed and utilized in various literary contexts. Furthermore, DuBay (2004) mentioned that there were two variables often used in common readability formulae: (a) a semantic (meaning) measure such as difficulty of vocabulary, and (b) a syntactic (sentence structure) measure such as average sentence length and/or number of characters.

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There were several indices available but every index measured a little bit differently and emphasized particular aspects of text complexity. Some emphasized syllable counts while others looked only at word and sentence lengths. Gallagher, T. et.al. (2016) cited several examples of readability, such as Fry Readability and Flesch-Kincaid which used factors such as the number of sentences in a passage and the syllable count of the words in the passage. The premise of the Fry Readability and Flesch-Kincaid indices was that passages with lengthy sentences and a greater number of multisyllabic words had higher readability demands. On the other hand, the Spache (1953) and Dale-Chall (Dale & Chall, 1948; Chall & Dale, 1995) referred to word frequency lists and factor vocabulary familiarity into readability calculations. For these two formulae, words in the text that do not appear in these lists of common words were deemed “difficult” or “unique” and factored into formulae calculations. Other readability indices such as the Gunning Fog were sensitive to the complexity of vocabulary in a given text and a variable in this index was the number of words of three or more syllables. In sum, the core idea of each index was the same – that readability was essentially a measure of text complexity. Each readability score gave an estimated United States-based grade level required to be able to read and comprehend a text without difficulty. Thus, the lower the index, the easier the text was to read and the higher the index, the more difficult the text was to read. As a rough guide and as illustrated in Table 1, US grade level 1 corresponded to ages 6–8, while reading level grade 8 corresponded to the typical reading level of a 14-year-old US child. Grade 12, the highest US secondary-school grade before college, corresponded to the reading level of a 17-year-old.

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SCORE

Age

GRADE LEVEL

5-6

Kindergarten

6-7

First Grade

7-8

Second Grade

8-9

Third Grade

9-10

Fourth Grade

10-11

Fifth Grade

11-12

Sixth Grade

12-13

Seventh Grade

13-14

Eighth Grade

14-15

Ninth Grade

15-16

Tenth Grade

16-17

Eleventh Grade

17-18

Twelfth Grade

18-22

College

Table 1: US-Based Grade Age Level and Age. As 12th grade marked the conclusion of compulsory education in the United States, any value greater than 12 was considered a thoroughly adult level. Moreover, anyone writing for a general audience in the U.S. should take into consideration that the average adult reader in the U.S. reads at an 8th grade level. Technical and professional literature found in scholarly journals generally scored above 12. In cases where the score ends up at a decimal (example 10.6 or 10.1), the score should be rounded up and therefore score should be 11. Flesch-Kincaid Readability Score The automated readability index (ARI) was a readability test for English texts, designed to gauge the understandability of a text. Like the Flesch–Kincaid grade level, Gunning fog index, SMOG - 97 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

index, Fry readability formula, and Coleman–Liau index, it produced an approximate representation of the US grade level needed to comprehend the text. In her study, Gray, C. (2012) thoroughly discussed the Flesch-Kincaid readability index, as quoted: “The Flesch-Kincaid Reading Grade Level is computer-based and calculated with the average sentence length (ASL) and the average syllables per word (ASW) and is expressed as: (.39 × ASL) + (11.8 × ASW) – 15.59. The Flesch Reading Ease Formula, also computer-based, is an estimate of the percentage of readers who can read a passage with ease using the same factors of ASL and ASW with this formula: 206.835 – (1.015 × ASL) – (84.6 × ASW). The Flesch Reading Ease Table, originally published in 1947, has been adapted by the Accessibility Institute at the University of Texas at Austin and is openly available on the Internet and provides sample reading ease scores, estimated grade levels correlated with passage sentence length, and word syllable averages (University of Texas, 1998).” The reason behind selecting Flesch-Kincaid in this study was because of its commonality and ease of use. As stated by Burke, V. and Greenberg, D. (2010), the Flesch Reading Ease and FleschKincaid were two of the most commonly used formulas. These were appropriate for all reading levels and were available in Microsoft Word which made them especially easy to use for whole documents. Flesch-Kincaid in particular, relied on sentence length (determined by the number of words in the sentence) and word difficulty (determined by number of syllables per word) to calculate a readability level. The Significance of Readability Scores Gray, C. (2012) mentioned in her study that readability had been studied since the beginning of the 20th century and was addressed in many reading texts, journal articles, and reference works. Instructional materials had been developed for various grade levels, although reading levels were not defined until readability formulas - 98 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

surfaced in the early 1900s. Readability formulas had been used to assess written material by calculating the average number of syllables, correlating this with the average number of words in a sentence, and then correlating this with the average number of sentences in each paragraph. Moreover, Yulmaz, G. (2010) stated that the instructional effectiveness of a written material (textbooks, course notes, guide books, school newspapers, bulletins, etc.) depended specifically on three fundamental variables: (a) readability level of the material, (b) content of the material, and (c) design, layout and look of the material. Furthermore, Yulmaz, G. (2010) quoted Yazici & Yesilbursa (2007) when they said that “textbooks and other reading materials must be appropriate for the reading levels of students to enable them to handle and overcome the problems they encounter with while reading written materials.” The issue whether written materials were appropriate for the levels of students was directly related with what the students can learn during the classes and to what extent. The reason was that it was difficult for students to obtain information from a text beyond their reading levels. Nonetheless, it was also difficult for students to create sufficient motivation to focus on an over easy text for reading. In Burke,V. and Greenberg, D.s (2010) study, it was discussed that in order to improve reading skills, adults needed engaging, authentic texts written at appropriate reading levels. Instructors can use readability formulas to help select individualized reading materials that meet the needs of adult learners. She cited the research of Winn, Skinner, Oliver, Hale, & Ziegler (2006) that proved that reading texts at the correct reading level resulted in fluency gains for adult basic education students. Once the readability levels of different texts had been established, it was important to think about matching the text difficulty with an individual’s reading level. Struggling adult readers will not want or be able to read difficult - 99 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

texts. In addition, if a text was too difficult, it impeded reading growth. They emphasized this more by citing the research of O’Connor et. al. (2002) that had indicated that, at least with children, fluency and comprehension improved when instructional materials were at the individual’s reading level. Therefore, if adult literacy instructors wanted to provide authentic materials that were at levels accessible to their students, they needed to understand how to determine reading levels of texts. Moreover, Burke, V. and Greenberg, D. (2010) cited the studies of Gunning (2003), Kotula (2003) and Meyer (2003), and Sperling (2006) that proved that readability formulas provided a quick, objective way to assess initial difficulty of text, and they offered a good starting point for matching readers with appropriate reading material, as proven in the studies of. They quoted Fry (2002) that when referring to classroom materials, the term readability usually referred to “a numerical or grade-level score that is obtained by applying a mathematical formula to a sample of text.” McLaughlin (1974) was likewise quoted by Burke, V. and Greenberg, D. (2010) in saying that classic readability formulas predicted comprehension and most did so by providing a numerical score representing the educational level necessary to read a document. In general, readability formulas measured the relationship between the difficulty experienced when reading a text and the linguistic features, specifically word meaning and sentence structure, of that text. METHODOLOGY The Readability Calculator, a free online readability assessment program, was used for computing readability statistics of the modules (http://www.online-utility.org/english/readability_test_and_improve.jsp). This program has been used in numerous research reports of evaluating readability of written text (Shedlosky-Shoemaker, Sturm, Saleem, & Kelly, 2009; Jayaratne, Anderson, & Zwahlen, 2014). - 100 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

RESULTS AND DISCUSSION Modules on Event Management The outcomes-based learning modules on Event Management contained the following topics: (1) Course Orientation, (2) Introduction to Event Management, (3) The Building Blocks of Event Planning, (4) Crunching Numbers: Preparing the Event Budget, (5) Igniting the Interest of Participants and Sponsors, (6) Event Operations Management, and (7) Onsite Management and Event Evaluation. Module 1 is a general course orientation which will discuss an overview of the syllabus, the contents, course requirements, assessment, and grading system. Classroom policies and the SHRIM dress code and grooming standards will also be reinforced and an introduction to the various learner-centered and blended learning approaches will likewise be addressed. The module has the following learning objectives: (1) to exemplify the Lasallian and Benildean core values, (2) to exude a high level of professionalism and ethical behavior, and (3) to adhere to the uniform, grooming and personal hygiene standards of the industry. Module 2 begins with the history of the Meetings, Incentives, Conventions, Expositions and the Events Industry, the factors that contributed to its growth, and the leading industry organizations. The emerging forces and trends that will shape the future of the industry will also be discussed. A video presentation on Event Planning will be shown and the students’ insights will be shared. The different career opportunities that are open will be discussed in order to inspire the future practitioners of the industry. It has the following learning objectives: (1) to exude a high level of professionalism and ethical behavior, (2) to demonstrate professional stance, bearing and decorum, and (3) to apply appropriate industry terminologies and jargons. - 101 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Module 3 discusses the important steps in planning an event and the ingredients for event success will be thoroughly discussed in this module. The different qualities of what makes event planners successful will be elaborated to and inculcated in the students. The legal and ethical responsibilities of event organizers will likewise be disclosed. The module has the following objectives: (1) to exude a high level of professionalism and ethical behavior, (2) to set SMART goals / plans, (3) to manage time effectively and efficiently, and (4) to develop attention to details. Module 4 demonstrates how to prepare the event budget and how to compute for revenue projections, break-even point and net profit. The learning objective is to use and apply knowledge on profitability, quality indicators and other key drivers. Module 5 illustrates the various techniques and media in marketing and promoting an event. The development of a sponsorship plan is discussed and the students are guided in making an event marketing plan for their class project. The learning of objectives of this module is the following: (1) to effectively use appropriate literature or visual aids during product/service demonstrations or when giving presentations and (2) to create an event marketing and sponsorship plan. Module 6 covers the different aspects of operations in an event: the event venue; transportation, tours and accommodation arrangement for event participants; the selection of physical and technical arrangements; food and beverage requirements; and risk management, security and protocol. Students are expected to learn the following: (1) to apply appropriate industry terminologies and jargons, (2) to use and apply knowledge on standard procedures followed in performing certain hospitality skills, food & beverage skills, culinary skills and/or travel & tourism skills, (3) to handle, operate and maintain standard industry equipment, tools and utensils, (4) to keep up-to-date on technical and procedural trends, (5) to perform various related technical skills, (6) to use computer applications, - 102 ÂŠÂ CirVath - les Cahiers Internationaux du Tourisme - nÂ° 9

(7) to know applicable laws that affect the hotel, foodservice, airline, tourism and related industries, and (8) to use knowledge and available data to make good judgments and quick decisions. Lastly, Module 7 discusses the on-site management of events which includes conducting the site inspection, monitoring the production schedule and program flow, anticipating and resolving operational conflicts, and accommodating special needs of event guests. The importance of and the different forms of evaluating events will likewise be discussed. This final module has the following learning objectives: (1) to identify and anticipate the personal and practical needs and expectations of internal and external customers, (2) to fulfill and exceed the identified and anticipated needs and expectations, (3) to continuously look for creative approaches to provide “servicescapes” that lead to customer loyalty, (4) to take personal responsibility for the welfare of customers and resolving “servicescape” failure (service recovery), and (5) to render personalized service through attention to details. Flesch-Kincaid Readability Results The seven modules were subjected to the Flesch-Kincaid Readability Test and the results are summarized in Table 2. Module

Flesch-Kincaid Readability Score

Mean Score

15.29 or 16

Table 2: Flesch-Kincaid Readability Results. - 103 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Table 2 showed that under the Flesch-Kincaid Test, the average readability score of the seven modules was 16 and was determined to be appropriate for college level. Module 2 received the lowest score of 11 (tenth grade level) while Module 6 received the highest score of 18 (college level). Event Management, which is being taken by junior students of the program, is composed of students with an average age of 18-20 years old. As a result of this study, it proved how necessary it was to pay attention to appropriateness of the texts for student levels while writing a courseware and this appropriateness should be checked with current tests. CONCLUSION As a function of the reading process, a literate individual is able to make meaning from what is read and consequently learn from this experience. As pointed out by Gallager, T. &. al. (2016), learning from text was integral to learning in any discipline and it was foundational to build knowledge to explore concepts and essential skills. Learners interacted with what they read and continued to construct knowledge. Thus, fluent reading and comprehension were strong contributors to learning in content-based subjects such as Event Management and dependent upon the quality of the text that learners read. The preparation and evaluation of course content, which constitute an important element of education process for all its stakeholders is another important factor. This point suggests that learning and teaching courseware needed to be prepared following certain readability standards.

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REFERENCES BURKE, V., GREENBERG, D. (2010). Determining readability: how to select and apply easy-to-use readability formulas to assess the difficulty of adult literacy materials. Adult Basic Education and Literacy Journal, 4, 34-42. CHALL, J. S., & DALE, E. (1995). Readability revisited: The new Dale-Chall readability formula. Cambridge, MA: Brookline Books. DALE, E., & CHALL, J. S. (1948). A formula for predicting readability. Educational Research Bulletin, 27, 37-53. DUBAY, W. (2004). The principles of readability. Available at: http://www.impact-information.com/impactinfo/Resources.htm [Accessed 10 Feb. 2017]. GALLAGHER, T., FAZIO, X. GUNNING, T. (2016). Varying readability of science-based text in elementary readers: challenges for teachers. Reading Improvement, 53, 128-146. GRAY, C. (2012). Readability: a factor in student research? The Reference Librarian, 53, 194-205. HIPPENSTEEL, S. (2015). Assessing the readability of geoscience textbooks, laboratory manuals, and supplemental materials. Journal of College Science Teaching, 44, 24-29. JAYARATNE, Y.S.N., ANDERSON, N.K., & ZWAHLEN, R.A. (2014). Readability of websites containing information on dental implants. Clinical Oral Implant Research, 25, 1319–1324. doi: 10.1111/clr.12285. SHEDLOSKY-SHOEMAKER, R., STURM, A.C., SALEEM, M., & , K.M. (2009). Tools for assessing readability and quality of health-related web sites. Journal of Genetic Counseling, 18, 49 – 59.

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SPACHE, G. (1953). A new readability formula for primary-grade reading materials. The Elementary School Journal, 5,410-413. YULMAZ, G. (2010). The evaluation of high school geography 9 and high school geography, 11 textbooks with some formulas of readability. Educational Sciences: Theory and Practice, 10, 2205-2220.

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A CASE STUDY INTO THE EFFECTIVENESS OF TECHNOLOGY AND VIRTUAL LEARNING ENVIRONMENTS ON HOSPITALITY EDUCATION IN THAILAND

Robert MCKENZIE*

ABSTRACT In recent years, education has benefitted greatly from advances in technology across student recruitment, administration, teaching and learning. In particular pedagogy has been able to utilize new methods of technology to provide better interactive platforms of learning, which allow for improved ways of interacting with students and gaining knowledge. Throughout the world, technology is now being embraced and considered at varying levels for usage both inside and outside the classroom, whilst moving away from traditional based forms of lecturing. Whilst some educational institutions are implementing technology in their teaching and learning, this study will discuss and consider some of the platforms and benefits of using technology such as virtual learning environments in hospitality education. A Case Study approach will then analyze current forms of technology used in academic and professional training courses at a hospitality school in Thailand, and consider their effectiveness in the learning * Dean & Professor, Vatel Thailand

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process. Recommendations can then be made to determine if other methods of technology are applicable to hospitality education. Keywords: Hospitality education, Education reform, Thailand, Information communication technology, Experiential learning, Digital Native, Virtual learning environments. EDUCATION REFORM IN THAILAND Thailand has long advocated the use of technology in education, Distance Learning via Television for example was established in 1996 mainly catering to those children in remote areas with few teachers. More recently various online e-learning programs have been established especially through Open Education and in Thai language, but there are still plenty of opportunities for these to be developed further and for international programs to target students around the ASEAN region. The Ministry of Education (1999, online) addressed the quality of teaching by introducing the National Education Act of 1999, and emphasized the delivery of an education system that would continuously develop teachers, and enhance the learning process through innovation and technology. The reform act of 1999 intended to shift from traditional methods of learning such as ‘rote’ and ‘lecturing’, to a more student centered and lifelong approach, whilst providing more analytical and critical thinking skills. The reform act of teachers’ was therefore a necessary component to improve the standards of teaching in Thailand and became mandatory as outlined in the Ministry of Education’s publication (1999, online). The Ministry of Education (2006, online) invested budgets in this area and adopted more of a supervisory role by stressing the importance of the National Qualification Framework (N.Q.F) for Higher Education. The N.Q.F included the following five domains of learning; Ethical and Moral Development, Knowledge, Cognitive skills, Interpersonal skills and Responsibility; Analytical, - 108 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Information Technology and Communications kills. This means that educational institutions have gradually incorporated these domains of learning into their curriculums over the last few years and teachers are expected to deliver sufficient knowledge in teaching them, including the use of technology. With the objective of being a ‘first world’ nation the Thai Government recently introduced a new initiative known as “Thailand 4.0” . This is the 4th model to help stimulate the Thai Economy based on ‘Smart Industry + Smart City + Smart People’. The aim is to turn Thailand into a ‘value added economy’ with technology, creativity and innovation playing a major role behind the concept. Its significance to education is that it works harmoniously with a new 15 year National Education Plan that was introduced in 2015 to develop critical thinking and problem solving; creativity and innovation; collaboration, teamwork and leadership; Communications, information and literacy (Office of the Education Council, 2016). Thailand 4.0 is in response to modern generations of students otherwise known as ‘Digital Natives and Digital Immigrants’ (Prensky, 2001) who are familiar with using technology in their everyday lives. Therefore educational practitioners need to engage with students by making learning more interesting and relevant to them, rather than relying on a lecture based style of instruction. Thailand is now encouraging educational institutions to implement technology throughout the educational system to develop active and self directed learning with the digital generation. Prensky (2012) referred to this as accumulating ‘Digital Wisdom’ and stressed the importance of teaching from the bottom up by listening to students more. Thailand 4.0 highlights technology in education along with Digital Service Platforms in hospitality and tourism as key drivers for creating a stronger economy in the future. Educators in Thailand therefore need to understand ‘Digital Natives’ and their traits including; being able to do more than one task at the same time such - 109 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

as listening to music, playing the internet and doing homework, Connecting with people quickly and easily, Visualizing and preferring to see images more than words, Virtualization with virtual worlds and avatars, Cloud Applications and storage in the cloud online (Cornu, B. 2011). Messaging also needs to be short as an average attention span of a University student lasts for only 10 minutes (Richardson H, BBC, online). Thailand 4.0 therefore recommends the importance of blended learning approaches and flipped models of teaching which reverses the traditional methods of teaching by allowing students to learn about a topic online before attending the class for further in depth discussion. Connectivity with students also needs to happen both inside and outside of the classroom as ways to improve the skills of Generation Z students and ready to meet the demands of the 21st century. HOSPITALITY EDUCATION & LEARNING STYLES The vast majority of hospitality education curricula combine traditional elements of lecture based classroom theory along with hands on learning through actual experience. This is due to the intangible nature of a service product and it is recommended that students not only gain knowledge in the classroom but also real practice in operational environments that the classroom would find difficult to replicate. The term experiential learning was developed by Kolb (p38, 1984) who described it as the “Process whereby knowledge is created through the transformation of experience.” Kolb (1984) created a model that showed a four stage model for Experiential Learning: 1. Concrete Experience (a new or existing experience), 2. Reflective observation (reviewing and reflecting on the experience), - 110 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

3. Abstract conceptualization (concluding and learning from the experience), 4. Active experimentation (the learner applies what they have learned and sees the results). Hospitality education has therefore long advocated the necessity to incorporate experiential learning into its programs. Foucar- Szocki and Bolsing (1999) explain that hospitality schools like business schools (which Hospitality programs are usually a part of) stress practical development and professional experience which can be applied through having professional associations with industry and specifically students conducting internships in a hospitality environment. Foucar-Szocki and Bolsing (1999) continue to describe the objectives of the internships and experiential learning as providing Conceptual Knowledge; Management Skills; Communication Skills; Career Development Skills; Application of Work Environment Skills and Program Needs Assessment Skills for the institution and sponsoring organization. Essentially to experiential learning, students also need to be able to reflect on their training, whilst trainers can effectively monitor and provide valuable feedback on their performances. Nath and Raheja (2001) defined such management competencies with internship placements as: “A combination of observable and applied knowledge, skills and behaviors that create a competitive advantage for an organization. It focuses on how an employee creates value and what is actually accomplished.” It is therefore imperative that students gain real life operational experience as part of their studies either in professional training such as through application restaurants or hotels and internship placements. Green and Erdem (p43, 2016) explain that ultimately the learning process should help prepare students for working in industry, and also be able to apply critical thinking and emotional intelligence. - 111 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

“Experiential learning helps bridge the existing gap between hospitality education and the competencies employees expect from graduates of hospitality programs”. As advances are made in technology across the field of education, how could technology be used in an effective manner for hospitality studies in both academic theory based learning and more experiential style professional training? UTILIZING TECHNOLOGY IN HOSPITALITY EDUCATION Technology has transformed the traditional class based lecture in the last 20 years mainly due to advances in computing software including Microsoft PowerPoint and other forms of presentation techniques on projector screens via computers and overhead projectors. Teachers are now able to incorporate videos into their teaching or even arrange for video conferencing sessions with guest speakers. The opportunities are boundless and have led to the creation of ‘smart classrooms’ which allow for cutting edge technology along with sophisticated audio visual displays and HD cameras for recording student activities. All of these state of the art facilities and modular style furnishing arrangements provide greater levels of engagement, collaboration and reflection in a classroom environment. The focus for learning is very much based on student centered, trying to generate greater levels of discussion and interaction, by removing any barriers between the teacher and students. Whilst in most cases white boards still remain, in others, white boards have been replaced by interactive smart boards and even internet portable devices. For example in the USA (St. George, 2014) there are plans to have 1:1 (1 device per student) by using laptops, tablets and smartphones through the concept of BYOD (Bring Your Own Device). - 112 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

As text books become obsolete the aim of blended learning is to take education outside of the classroom as much as possible to make it more active through technology. In effect, the roles of teacher and student are changing, as no longer are students interested in listening to a lecture for long periods of time and preferring greater involvement in the learning process. Flipped classrooms are therefore proving a popular concept in the learning process (Flipped Institute, online) as students can use technology first to research into a topic such as watching a video at home, before joining a more in depth discussion in class or engaging in other activities facilitated by the teacher. This way, students do not just rely on a teacher for information in the first place and helps to provide a more stimulating connection between the classroom and learning at home. Other methods of interacting with students include online collaboration tools, apps, webinars, podcasts, developing business games and simulations in virtual worlds, using social media and connectivity across both administration and teaching. Cloud computing can store digital content and documents rather than using textbooks or expensive hard drives. Whilst the production of wearable technology like Google Glass has currently been put on hold due to issues of privacy and safety, for a brief moment it did demonstrate how it could be used in education by combining its camera and internet connectivity. For example a teacher could capture discussions and presentations or even show hospitality and tourism products that they had visited, without the requirement of the whole student group visiting. However whilst education may not be quite ready for Google Glass, one area of technology that goes from strength to strength and has been around since 2002, is that of Virtual Learning Environments.

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VIRTUAL LEARNING ENVIRONMENT Virtual Learning Management systems are platforms such as Moodle and Blackboard which facilitate the opportunity to provide secure, interactive and personalized learning environments at institutions of higher education. A well connected platform provides students with greater access to learning material for gaining more knowledge and interaction with peers and instructors for enhanced communication. Moodle and Blackboard are the two most well established systems of Virtual learning Environment systems, but along with more recent additions such as Google classroom in 2014, other forms of virtual learning have developed outside of the classroom. Distance learning is one example that has grown considerably thanks to the advances of technology. Distance learning programs though are nothing new and have existed for nearly 200 years when the University of London first offered an external program in 1828. The Open University model introduced the notion of studying by distance learning in the UK from 1969 onwards (Chalabi, 2014 online) to a wider market. Now with the advances made in technology, in particularly with the internet and online communications, a significant number of institutions are offering distance learning programs on interactive virtual learning platforms. Universities can deliver pure distance learning programs or hybrid versions of traditional campus study face to face and online courses or digital content, otherwise known as ‘Blended Learning’. Open sources of education allow access to online learning material with no copyright protection, meaning anyone can access and use these sources, or even modify the information that is uploaded. The original concept behind this is that anyone in the world should be able to share, view and build on knowledge (Open Source Education, online). Massive Open Online Curses (MOOCS) are perhaps the largest growing trend of Open Sources material, with - 114 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

educational institutions offering courses that were intended to be free, open and unlimited to the number of students. MOOCS are seen as ways to further ones knowledge and used in many different ways. However whilst the uptake of MOOCS is becoming increasingly popular, only around 7% of registered students actually complete a course (Times Higher Education, 2014 online). This statistic is changing rapidly though as credible institutions of higher education are investing large amounts of money to develop professional MOOC courses and charging fees to study them (Online Course Report, Online). Also countries such as Malaysia are recognizing their significance and have introduced policies that allow MOOCS to be awarded as credits for higher education degrees (Shahar, 2016). Students are able to access courses any place any time, and will provide a very flexible mode of studying online or part of a degree program. A further development on distance learning are Virtual classrooms which provide an online learning environment in synchronous with the teacher and other students logged on at the same time. Virtual classrooms are now increasing in numbers and popularity as they can combine the best elements of traditional education with modern learning tools and encourage discussion (Morrison, online). Multiple technologies such as web conferencing, video conferencing, message boards and web based VOIP provide the capabilities to interact and encourage students to be more vocal than they might be in a classroom. There has been much discussion over the effectiveness of virtual classrooms and whether or not they are able to stimulate students and have the required learning outcomes. However the US Department of Education (2010) conducted research over a 12 year period and discovered that students studying on online had a better pass rate than those studying at a campus. As government initiatives and educational institutions embrace the notion of technology in the learning process, there are still some concerns over the quality of some courses, the reliability of tools - 115 ÂŠÂ CirVath - les Cahiers Internationaux du Tourisme - nÂ° 9

used and their meaningfulness. Any form of digital learning needs to be well planned and thought through in order to meet the needs of students, as well as providing appropriate support and feedback to achieve the objective of improving students’ knowledge and development. METHODOLOGY The research methodology was designed to investigate what kind of technology is currently in place at a hospitality school during the learning process and how a virtual learning environment is utilized. Educational research is a careful and well designed systematic investigation into any area of an educational institution ‘which aims to contribute towards the advancement of knowledge and wisdom’ (Bassey 1999:38 in Morrison 2007:14). Anderson (1999:6) further defines research in education as a: “disciplined attempt to address questions or solve problems through the collection and analysis of primary data for the purpose of description, explanation, generalization and prediction.” CASE STUDY The ultimate goal of a case study approach is to provide rich detailed information and understanding of one single unit. Yin (2003:11) describes case studies as an empirical inquiry, often using multiple methods of data collection as each has their own ‘complementary strengths and weaknesses’. Perhaps most importantly though due to the nature of the research title, a case study also incorporates elements of ‘Ethnography’ (Hammersley and Atkinson 2007), which helps deal with the behavior of people from a certain culture or social group and explore relationships. This would also allow the researcher to gather and interpret information in its natural context.

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Bassey (2007:143) summarizes case studies as performing the following functions: (a) to explore significant features of the case, (b) to create plausible interpretations of what is found, (c) to test for the trustworthiness of these interpretations, (d) to construct a worthwhile argument or story, (e) to relate the argument or story to any relevant research in the literature, (f) to convey convincingly to an audience this argument or theory, (g) to provide an audit trail by which other researchers may validate or challenge the findings, or construct alternative arguments. Hartley (2004) indicates some disadvantages to case studies, as the researcher needs to ensure that enough data is collected at appropriate times (which can be time consuming), and ensure that there are accurate interpretations of data collected for validity and reliability. As the research is being conducted on one institution only, it is also difficult to make generalizations and apply them to other educational organizations as well. However it is possible for institutions with similar backgrounds to identify with the research and make their own deductions. By taking these disadvantages into account, a case study approach aims to uncover in depth findings from a subjective perspective at one particular institution (Bassey 2007), whilst allowing the findings to be applied to relevant literature. DATA COLLECTION Information regarding each course was collected from the Thailand Qualification Framework 2 (TQF2). This is effectively a curriculum of the program with course descriptions and mapping of learning - 117 ÂŠÂ CirVath - les Cahiers Internationaux du Tourisme - nÂ° 9

outcomes which a course needs to cover. A TQF 3 is then the teacher’s own syllabus which details the objectives of the course, course evaluation and teaching topics. As part of the TQF 3 and based on curriculum mapping learning outcomes, a teacher needs to cover six domains of learning which includes Communication and Information Technology skills. Data was collected from student evaluation surveys in 15 sample courses across academic theory and professional training. The data was collected for the academic year 2015/16 and provides statistical quantitative results based on a liker scale rating system of 1- 5 (1 meaning the lowest amount of effectiveness and 5 being the highest) in order to evaluate the usefulness of technology in the course both by the teacher and students. Additionally, documentary evidence was collected from the School’s Virtual Learning platform to evaluate how teachers are currently using the e-learning system and in what capacity. The findings would show which courses used technology the most in their teaching and learning to help determine if this affected the overall usefulness in the student’s learning of the course. Students were also able to add additional qualitative remarks regarding the courses on the evaluation survey. RESULTS AND DISCUSSION The first area of investigation was to review all of the TQF 2 (course curriculum) across both academic and professional training courses. The TQF 3 outlines course topics, teaching methodology and mapping of technology to the curriculum (TQF 2) depending on the learning outcomes of each course. The curriculum revealed that out of 68 courses listed in the TQF 2 studied over a 4 year bachelor degree program in hospitality management, 10 courses had primary learning outcomes for technology skills and 14 had secondary learning outcomes. It should be noted that not all 68 - 118 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

courses are studied during the program and are a combination of required and elective courses. Also various language courses account for 28 of the 68 courses, yet most of these are electives and do not include technological skills as a requirement. Therefore based on the TQF 2, it is apparent that Information Technology Skills are an important learning requirement and 75% of academic theory courses (excluding languages), are included as a primary or secondary learning outcome. The syllabi gives’ the researcher an understanding of the curriculum requirements in terms of acquiring technological skills in the learning outcomes of each course. The study can now turn its attention to the TQF 3 documentary evidence to see how teachers are applying technology to their courses for the students’ learning benefits. Naturally there are courses that automatically incorporate technology and software into their teaching such as Basic Computing, Front Office and Information Technology for Hotels. This study was therefore aiming to uncover other ways of using technology in the learning process to see if teachers embrace technology and integrate it into other subjects for blended learning. A sample of TQF 3 documents revealed that academic based courses incorporate some of the following technology in the learning process and are predominantly lecture based: –– All academic courses use smart classrooms in the teaching, including the use of computers, presentation slides, overhead projector, video and audio presentations, –– Internet research, internet case studies, question and answers, and presenting findings, –– Presentations to integrate computing networks and software or media in the course, –– Project based learning using technology, –– Assignments and research, searching electronic databases and using e-libraries, - 119 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

–– Language classes that film students filmed on oral exercises and the activity was played back to the student in order to review and reflect, –– Courses such as marketing use social media as a learning tool and for group connectivity on work assignments or dealing with student inquiries, –– Students are allowed a portable technological device for working on under the instructions of the teacher for any form of online activity in the class, –– Connectivity between courses and professional training in using technology to complete tasks across the courses. For example third year practical training gala dinner that students need to arrange by themselves include using social media for promotional purposes, design work for posters, menus, decorating the restaurant and producing a video of the project. Interestingly when the professional training courses were analyzed, two courses in particular stood out in the way that students worked on a business management style project in the 3rd year of studies. As part of Room Division and Food and Beverage Management training courses, the students were provided a brief on a hotel business situation and needed to come up with various problem solving managerial tasks. Students would be briefed on a particular topic and then asked go and research in groups to come up with decisions on the steps to be taken next. The teacher facilitated the discussions each morning and provided feedback to each group of students on their work which they would work on around normal professional training. Students used technology to complete their tasks and provided a final presentation on their group project work. Elements of flipping the classroom were applied during the studies and students needed to find information themselves outside of the classroom using technology before discussing the next day with the teacher and continuing the next task. - 120 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Another example from the professional training side was in Kitchen training with first year students. The Kitchen Instructor demonstrates how to prepare and make dishes with traditional instruction, but also explains how to aesthetically present food (Food Stylist). The students learn how to photograph the cuisine for use in promotions either in media, websites and social media. The students not only learn about digital photography but also about suitable software and apps for getting the right results. This is another example of blending modern technology with professional training at a hospitality school. When it came to student evaluations on the courses, the students’ survey had 4 main parts that covered the students’ opinions towards the instructor; Student’s self -evaluation; Student’s opinion towards the lesson and Students opinion towards the classroom and facilities. Within the survey there were certain questions that are related to technology and learning that are rated on a liker scale of 1-5 (5 being the highest score). –– The instructor uses appropriate teaching tools and equipment properly, –– The instructor has the proper teaching strategies which encourage student learning outcomes and analytical thinking, –– The instructor encourages students to self-study and gives support on recommending exceptional education sources, –– Students had developed their own intellectual skills in order to search and analyze various sources of information for problem solving, –– Student developed their mathematical, analytical thinking, communication and information technology skills, –– Audio and visual equipment provided in the classroom, –– IT, technical equipment, and computer facilities provided.

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A clear pattern emerged from the survey findings with a correlation between the courses that used technology the most and their effectiveness on students’ opinions. The courses that incorporated technology most into their learning on average, received higher evaluation scores of +4, so students felt that they benefitted the most from this style of learning. Only a couple of academic theory courses scored as highly as the Front Office and F&B Management courses which applied a learning style that allowed students to research into information using technology before discussing in an interactive manner with their teacher. The average for academic theory studies was an average of 3.8, which highlights the growing need for teachers to include more technology in their courses for improved interaction and learning with students. Finally, in terms of a larger Virtual Learning Environment platform, the institution has been using a Modular Object Oriented Dynamic Learning Environment (Moodle) and this was updated recently in 2016. The main functions of the learning platform is to let teachers integrate their teaching and course management which is divided into two main parts; ‘Managing Courses’ and ‘Managing Activities’. With ‘Managing Courses’, this function allows lecturers to upload course descriptions, syllabi, lessons and course material, as well as additional links and suggestions for external learning resources for further self- study to students. Managing Activities on the other hand, provides lecturers with the opportunity to create interactive online tests; both written and multiple choice, pretest and post test, short quizzes, assignments, and also a web board for online discussions including real-time chatting to advise students. After reviewing the institution’s Moodle platform, it appears that the e-learning platform is currently being underutilized by faculty and students. Some teachers have registered their courses on Moodle and uploaded course material for students to download and retrieve information. This ideally allows students to access the information whenever they require and is more environmentally - 122 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

friendly than printing costly course books. However there are no forms of distance learning or virtual classrooms currently being offered through the platform and therefore this provides a basic virtual learning environment for now. CONCLUSION AND RECOMMENDATION As educational policy and institutions around the world integrate more technology to cater to the growing needs of ‘Digital Natives’, the question for hospitality education is to what extent should technology play in a students learning experience? As this research has demonstrated along with others from organizations such as the US Department of Education (2010), technology can improve students’ knowledge through greater interaction, stimulation and communications. However technology and how it is applied, must certainly be well thought through and planned in its delivery and effectiveness. It is an area that requires greater research, particularly in hospitality education where experiential learning (Kolb 1984) is an integral part of the students’ professional development. The new Thailand 4.0 initiative will help drive through the importance of technology in the learning process in Thailand and help train instructors to provide greater levels of technology in their teaching. This will include the development of virtual learning environments to interact better with students on digital platforms. However teachers need to be careful that traditional methods of teaching are not just been transferred into a digital format. Teaching needs to incorporate other areas of technology that provide students with greater skills and improve critical thinking abilities with blended learning. As other institutions have shown globally, the growth and popularity in distance learning, virtual classrooms and offering MOOCS is certainly something to be considered as it offers new flexible modes of studying to new target markets. Technology does not - 123 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

allow these modes of studying to replace internships and professional training, but they could be introduced as part of a hospitality education program for improved learning and also to reduce the time spent on campus in academic theoretical courses. Technology allows students to study outside of the classroom, but this still needs to be monitored and evaluated by the instructor. Incorporating technology through international simulation business games, project based learning and flipped classrooms are all ideal places to start, and can be easily implemented across academic management theory and parts of professional training. Teachers particularly from older generations, which are maybe not so familiar with modern technology need to be provided training and understand the benefits of incorporating technology into their teaching for both themselves and their students. Considering that technology and Virtual Learning Environments certainly have a role to play in Hospitality Education, it still has some limitations as it cannot truly replace experiential learning in real life operational environments. However the integration of technology with blended learning for the majority of courses should certainly be welcomed, explored further and implemented to meet the learning requirements of digital natives.

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REFERENCES ANDERSON, G. J. and ARSENAULT, N., (1998) Fundamentals of educational research, 2nd Edition, Falmer Press London. BASSEY, M. (1999) Case Study in Educational Settings, Buckingham Open University Press. BASSEY, M. (2007) Case Studies, in BRIGGS, A. and COLEMAN, M., (eds.) Research Methods in Educational Leadership and Management, 2nd Edition SAGE Publications Ltd, 142-155. CHALABI, M. (2014) Distance Learning: Who’s Doing it Now? www.theguardian.com. (Accessed online Feb. 2017). CORNU, B. (2011) Digital Native: How do they learn? How to team them? UNSECO Institute for Information and Technology in Education, http://iite.unesco.org/pics/publications/en/ files/3214698.pdf (Accessed online February 2017). FLIPPED INSTITUTE, http://flippedinstitute.org/. (Accessed online February 2017). FOUCAR-SZOCKI, R. and BOLSING, C. (1999) Linking Hospitality Management Programs to Industry in Hospitality Management Education; BARROWS, C and BOSSELMAN, R. editors (1999), The Haworth Hospitality Press. GREEN, A. and ERDEM, M. (2016) Bridging the Gap Between Academic and Industry in Hospitality: Using Real life Case Studies, in Developments in Business Simulation and Experiential Learning, Volume 43, 2016 pp43-46. HAMMERSLEY, M. and ATKINSON, P. (2007) Ethnography: principles in practice, 3rd edition, Taylor and Francis Group, Routledge.

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HARTLEY, J. (2004) Case Study Research in CASSELL, C. and SYMON, G. (Eds) Essential guide to qualitative methods in organizational research, SAGE publications. KOLB, D. (1984) Experiential Learning: experience as the source of learning and development, Englewood Cliffs, NJ: Prentice Hall. MINISTRY OF EDUCATION, Thailand (1999) National Education Act, http://www.moe.go.th/English/edu-act.htm, accessed online 2017. MINISTRY OF EDUCATION, Thailand (2006) National Qualifications Framework for higher education in Thailand, http://www.mua.go.th/users/tqf-hed/news/FilesNews/FilesNews8/ NQF-HEd.pdf (Accessed on line 2017). MORRISON, K. Virtual Classroom: Why is it better than a real one? www.elearningindustry.com. (Accessed January 2017). MORRISON, M. (2007) What do we mean by educational research?, in BRIGGS, A. and COLEMAN, M. (eds.) Research Methods in Educational Leadership and Management, 2nd Edition, SAGE Publications Ltd, 13-36. NATH, R., & RALIEJA, R. (2001) Competencies in Hospitality Industry, Journal of Services Research, 7(1), 25-33. OFFICE OF THE EDUCATION COUNCIL, http://onec.go.th/ (Accessed online 2016). ONLINE COURSE REPORT (2016) State of the MOOC 2016: A Year of Massive Landscape Change For Massive Open Online Courses, www.onlinecoursereport.com. (Accessed February 2017). OPEN SOURCE EDUCATION, https://opensource.com/resources/ what-open-education (Accessed online January 2017). PARR, C. (2014) Mooc Completion Rates below 7%, www.timeshighereducation.com/news/mooc-completion-rates (Accessed online January 2017). - 126 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

PRENSKY, M. (2001) Digital Natives, Digital Immigrants. On the Horizon. 9 (5):1-6. PRENSKY, M. (2012) From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Education, Corwin. RICHARDSON, H. Students only have ‘10-minute attention span’ News.bbc.co.uk. January, 2010. Retrieved from http://news.bbc. co.uk/2/hi/uk_news/education/8449307.stm (Accessed online January 2017). SHAHAR, M. F. (2016) Malaysia to become first country to develop credit recognition policy for online courses, New Straits Times, Online (Accessed January 2017). ST. GEORGE, S. (2014) Schools move toward ‘Bring Your Own Device’ policies to boost student tech use, The Washington Post, www.washingtonpost.com/local/education/stem/schools-move (Accessed online January 2017). US DEPARTMENT OF EDUCATION (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, www2.ed.gov/rschstat/ eval/tech/evidence-based-practices/finalreport.pdf (Accessed online February 2017). YOON, S. (2016) Thailand 4.0: Will it move the country out of its ‘lost decade’, Nation Newspaper, www.nationmultimedia.com/ news/opinion/suthichaiyoon/30286689 (Accessed online January 2017). YIN, R. (2003) Applications of Case Study Research, 2nd edition, Applied Social Research Methods Series, Volume 34 , Sage Publications inc.

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HOSPITALITY MANAGEMENT STUDENTS EXPERIENCES AND VIEWS ON THE INTEGRATION OF FACEBOOK IN PROMOTING CLASSROOM COMMUNITIES OF PRACTICE Lorena P. VALERIO*

Ms. Valerio has a 15-year experience in marketing and operations management tucked under her sleeve. She is armed with a Master’s in Business Administration (MBA) degree from the Ateneo Graduate School of Business, and another post graduate diploma on Training Development & Management of De La Salle – College of Saint Benilde, School of Professional and Continuing Education. She‘s a graduate of AB Mass Communications from the Centro Escolar University (CEU) Manila. A former Director of Sales & Marketing of 3 hotels. Lhoree initiated the development and implementation of an efficient Sales and Marketing system and procedures in her company. She took part in the ISO certification and compliance, and the Balance Scorecard Management System, and her company’s pursuit of the Philippine Quality Award. As a Corporate Trainer & Facilitator, Lhoree custom-designed and conducted corporate training programs on Power Selling, Strategic Accounts Management, Excellent Customer Service, Internal Service Excellence, Customer Relationship Management, Work Attitude and Values Enhancement, Professional Image Enhancement, Leadership Excellence, and Teambuilding. * MBA, CHE at De La Salle-College of Saint Benilde / Vatel Manila

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As a speaker, Lhoree had shared her knowledge and expertise in a number of conventions and conferences. Lhoree also finished two researches on customer service and presented them during the 2nd and 3rd National Business Management Conference. Lhoree is an active member of Philippine Marketing Association since 2001 and Philippine Society for Training and Development as a Board of Trustee in 2008-2009. ABSTRACT This study focused on the learners’ perceived sense of classroom community with the use of social networking site, Facebook, using a survey instrument in three hospitality management courses. In the context of higher education, the paper explored how Facebook could be used to supplement face-to-face courses as a means of enhancing students’ sense of community and, thus, promote classroom communities of practice. Facebook was used for each class and was investigated the learning value of social networking site focusing on students’ sense of classroom community. The classes surveyed represented the classroom communities in the study. Data were collected from ninety-one out of one hundred hospitality management students enrolled in face-to-face hospitality management courses. Descriptive statistics and content analyses revealed that participants developed strong feelings of social connectedness (sense of community) and had expressed favorable learning experiences in the classes where Facebook was used as a supplementary tool. However, correlation results showed that while students feel that Facebook is effective, it did not promote classroom community because of minimal face-to-face interaction. A balanced utilization of Facebook and face-to-face interaction in the course is recommended to achieve blended learning. Keywords: Social media, Social networking, SNS, Facebook, Community of practice (CoP), Classroom community. - 130 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

INTRODUCTION As a means of enhancing students’ sense of community and promote classroom community of practice, Hung and Yuen (2010) use social networking site, Ning, to supplement face-to-face courses in public schools in Taiwan. Intrigued by the findings, which indicated that with the use of Ning as a supplementary tool, the majority of participants in the classes surveyed developed strong feelings of social connectedness and expressed positive learning experiences, this paper attempted to replicate the said study but instead of using Ning as a social network site, this paper used Facebook to support face-to-face hospitality management courses. The researcher chose Facebook because the researcher has been using this social networking site to supplement face-to-face hospitality management courses since 2011. It is also observed by researcher that the students to be surveyed are using Facebook in their day-to-day lives. Supported the researcher’s observation, Ronn (2007), and Peluchette and Karl (2010) reported that Facebook is the leading site for college students and is one of the most visited sites on the Internet. Facebook is one of the tools most used by the students because of its accessibility so can easily interact and exchange knowledge and information (Yuen & Yuen 2008). The study aimed to explore how social networking site, Facebook can be used to supplement face-to-face courses as a means of enhancing students’ sense of community and, thus, to promote classroom community of practice. This study intended to answer the following research questions in which the first two research questions were adopted from Hung and Yuen (2010): (1) What are the students’ experiences with and views on the integration of social networking sites in the surveyed in courses? (2) What influence does the use of social networking sites to supplement face-to-face courses have on hospitality management students’ perceived sense of community? (3) How are perceptions of course-learning experiences and social networking site and classroom community scale - 131 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

correlated with each other? The study will encourage educators to integrate social networking sites in teaching not only hospitality management students, but also the 21st generation learners as a tool to support face-to-face courses, or as a course management system for teaching and learning. The results of the study used a convenience sampling method, which is not a representative of the population, and may be biased. As an exploratory study on the use of social network in education, this research focused only on the learners’ perceived sense of classroom community with the utilization of social networking site, Facebook, using survey instrument confined within three hospitality management courses. This study is limited in terms of the influence of using social networking site in the higher learners academic performance, what challenges are facing higher education learners and what causes their learning difficulties with social networking for learning purposes, and how media as a whole influence academic learning. REVIEW OF RELATED LITERATURE Social Networking (SNSs) in Education Social network or social networking is web-based practice based on Web 2.0 ideas, which increasing its popularity in both private and academic life. Social networking sites (SNSs) are sites involving different technical features that allow individuals to form groups, associations, or social network. SNSs usually have individual profile pages with different interaction tools, such as forums, discussions, blogs, chats, etc., (Boyd & Ellison 2007). The concept of social networking is linked to and supported by applications of social media that are designed for social interaction and information exchange. Users can manage their interactions within their own schedule by choosing when they want to post, read and respond. Social networking became a part of students’ daily lives for the past years, it is their way of interaction by posting their profiles and communicating with one another (Zhang 2010). SNSs can be used - 132 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

as a tool to facilitate communication, knowledge and information sharing, and social interaction among students and instructors and (Albayrak & Yildirim 2015), because SNSs support a sense of community and collaboration, which makes it a possible substitute to course management systems (Alvarez, & Olivera-Smith 2013) . Also, social networking systems are used by educational institutions to communicate with their faculty members, teachers, students, and parents, to provide better academic services (Al-Mukhaini, Al-Qayoudhi, & Al-Badi 2014). Academicians have considered the potential of social networking sites (e.g., Facebook, Twitter) for improving education (Taylor, Mushigan, & Ishida 2012). Facebook The widely used SNSs by the students are Facebook, Twitter, and YouTube because interaction and exchange of knowledge and information is very easy accessible (Yuen & Yuen 2008). Further, findings of Sanchez, Cortijo, and Javed (2014) revealed that to establish or maintain contact with other people with whom they share interest i.e. social relations is the most significant factor in the utilization of Facebook, which it was created in 2004 and is perceived important for social connections. Facebook is used for communication, sharing information, and exchanging knowledge. Liu, et al. (2011) stated that ninety-nine percent of college students are using Facebook is the social network websites of choice. As cited in Isacsson and Gretzel (2011), The Economist published an article on July 22, 2010 stating that Facebook had reached the five hundred million milestones of users and showing its potential not only for entertaining and interacting with others, but also in education. Albayrak and Yildirim (2015) study revealed the usefulness of Facebook is for: “…Communication with the instructor, classmates, and students in different course, clarifying class topics, increasing their interest, and making them more active.” Facebook is commonly used social network by - 133 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

academicians intending to improve teaching methodology, create an interactive learning environment and develop communities of practice (Taylor, Mulligan, & Ishida 2012).” Sense of Classroom Community Sense of community is a feeling of belongingness, a feeling that a member matters to other members and to the group, and it is a feeling that members need will be met by committing to be together (Mazer, Murphy, & Simonds 2007). In the higher education context, the term sense of community describes belongingness, trust and connection (Dawson 2008). Rovai (2001) stated that a classroom community is a specific type of community based on the following characteristics: (a) the focus is education; (b) the main purpose is learning; and (c) the community is based on a fixed organizational duration, meaning the said community’s tenure is based on the length of the course or program in which members are enrolled. Classrooms that employed cooperative learning methodologies, students’ perceived higher sense of classroom community. Also, students in cooperative learning classrooms showed greater motivation in achievement goals than those in non-cooperative learning classrooms (Summers & Svinicki 2007). Emotional connectedness may pave the way for support needed by online learners not only to complete the program successfully but also to learn more (Rovai 2002b). Students participate in building social relations to get support for both personal and academics in order to achieve their individual academic goals (Cho et al. 2007). It also suggests that any engagement efforts that class members put into making and supporting such a community can be grounded in the framework of classroom communities of practice. Community of Practice (CoP) The notion community of practice (CoP) was developed by Jean Lave and Etienne Wenger (Lave & Wenger 1991; Wenger 2000) as - 134 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

the basis of a social theory of learning. The community of practice methodology is being used to analyze and facilitate knowledge transfer in different organizational environments. According to Wenger (1998) communities of practice are groups of people who are working on similar problems, sharing information and promoting innovation negotiating, learning, finding meaning, or defining identity, sharing ways, concern or passion for something they do and learn how to do it by engaging regularly, and through this engagement, people learn and shape who they become. Roberts (2006) compiled Wenger (2008) key characteristics of communities of practice: Key Characteristics of Communities of Practice (Wenger 2008) • A shared discourse reflecting a certain perspective on the world • Absence of introductory preambles, as if conversations and interactions were merely the • Certain styles recognized as displaying membership • Jargon and shortcuts to communication as well as the ease of producing new ones • Knowing what others know, what they can do, and how they can contribute to an enterprise • Local lore, shared stories, inside jokes, knowing laughter • Mutually defining identities • Shared ways of engaging in doing things together • Specific tools, representations, and other artifacts • Substantial overlap in participants’ descriptions of who belongs • Sustained mutual relationships – harmonious or conflictual • The ability to assess the appropriateness of actions and products • The rapid flow of information and propagation of innovation • Very quick setup of a problem to be discussed continuation of an ongoing process

Source: Roberts (2006, p. 625). Social networking as a tool in promoting Community of Practice (CoP) Communities of practice approach focuses on the social interactive dimensions of learning (Hung & Yuen 2010). Because of the - 135 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

characteristics of social media, such as interaction, collaboration, and participation, social networking can play an significant role in offering such engaging learning environments to the new generation of learners called digital natives (Prensky 2001) or the Google-eyed YouTube generation (Ashraf 2009). The idea of social networking is associated to and reinforced by applications of social media that are designed for social interaction and information exchange, like Facebook. As cited in Hung and Yuen (2010), many researchers, like Mason and Rennie (2007), Russo, Watkins, and Groundwater-Smith (2009), Tu, Blocher, and Ntoruru (2008) found that social networking promoted community of practice. As applied to educational settings, in their studies showed that the success of classroom communities depends on how well learners are socially connected, engaged, and perceives the value of social connections in their classroom communities of practice. Barbour and Plough (2009) study’s utilization of social networking Ning and Facebook, to supplement traditional classroom methodology to enhance learners’ sense of classroom community were found to be effective and highly appreciated by both faculty and students. This is reinforced by Rovai (2002b, p. 321), which states: “If online learners feel a sense of community, it is possible that this emotional connectedness may provide the support needed for them not only to complete successfully a class or a program but also to learn more”. A perceived lack of sense of community due to limited social connections and presence of community members is usually a main challenge generally experienced by e-learners (Barbour & Plough 2009). Therefore, based on above-mentioned studies, this paper proposes that social networking tools should be utilized to supplement face-to-face classroom communities to give opportunities for learning in communities of practice.

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Conceptual Framework of the Study

Learners

Social Networking Site Facebook

Sense of Community

Communities of Practice

Figure1. Social Networking Site Supporting Community of Practice. Figure 1 is the framework the researcher developed which is based from the review of literature discussing the concept of classroom community. Figure 1 describes that when learners utilize Social Networking Site (SNS) or technology they feel a sense of community, which promotes Community of Practice (CoP), and it is probable that this emotional connectedness for online learners is translated into a sense of community. In higher educational context, it appears that the success of classroom communities rests on how well learners are socially connected and perceives the value of such social bonds in their classroom community of practice. Social networking makes users more motivated to learn, especially in higher education and social networking site Facebook will be used because according to Taylor, Mulligan, and Ishida (2012) it is the most widely used social network by academics aiming to improve teaching methodology, create an attractive learning environment and develop communities of practice. METHODOLOGY Research Design This study investigated three hospitality management courses taught by the researcher, namely, two classes of Marketing Management, and one class of Hospitality Management Sales. - 137 ÂŠÂ CirVath - les Cahiers Internationaux du Tourisme - nÂ° 9

Each class had a social network, which is Facebook, created by the instructor-researcher. Each member of a class joined the network; the privacy was set to “secret” group and only been accessible to class members. Facebook was chosen because the researcher observed that Facebook is highly utilized by the hospitality management students and 100% of the participants are attending courses through having an account on Facebook and meeting their instructors and other students. Facebook was designed by the instructor-researcher with identical functionality for the three classes. To supplement face-to-face meetings, the course-learning environment created with Facebook is similar to courseware or e-learning platforms, wherein students were asked to reflect on class learning by participating in discussion forums, commenting about the topic at hand and communicating with their classmates, creating group chats for group projects, access course materials, uploading their reports in the form of PowerPoint presentation, word format, excel, photos, audio and videos. Site links of videos, articles, etc. were posted instead, if videos or articles are too large. This Facebook group helped students to keep in touch with their classmates and instructor in a participatory environment in which the material taught became easily accessible to all users at anytime and anywhere. Facebook replaced face-to-face learning during institutional events of the school or during instructor-researcher’s absence due to official business. Participants and Sampling Method To ensure a higher response rate, convenience sampling method was used. Dörnyei (2007) explains that convenience sampling are selected for the purpose of the study if they meet certain practical criteria, such as geographical proximity, availability at a certain time, easy accessibility, or the willingness to volunteer. Dörnyei (2007) further explains that “Captive audiences such as students in the researchers’ own institution are prime examples of convenience sampling.” - 138 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

One hundred hospitality management students enrolled in three face-to-face hospitality management courses in a tertiary school, in Manila, Philippines, were asked to sign a consent form indicating their voluntary participation during the 3rd Term, school year 20152016. The targeted participants were all under the instructor-researcher’s classes and were assured that participating in the survey will not affect their course grade in any way. The researcher maintained the anonymity of participating students’ responses collected for data analysis. Instrument The validated survey instrument by Hung and Yuen (2010), Black, Dawson and Priem 2008; Rovai 2002a, was used as primary data collection for the study. Part I of the survey questionnaire (Perceptions of Course-learning Experiences Scale) was developed, validated and utilized by Hung and Yuen (2010) on the same nature of study, answered the first research question. The questionnaire determined students’ perceptions of class social networks. The survey instrument used a five-point Likert scale, with 4 representing a strong agreement and 0 representing a strong disagreement. The participants were encouraged to provide their personal feedback and comments in the survey by providing responses to the open-ended question on the benefits of integrating social networks in their courses. Part II (Classroom Community Scale) of the survey questionnaire consisted of 10 items, which assessed learners’ sense of classroom community, was adopted from the established measures of “learning” and “connectedness” were also been validated and utilized in previous research (Black, Dawson, & Priem 2008; Rovai 2002a) to gauge students’ perceptions of learning-oriented behaviors and their feelings of connectedness in each classroom of interest. For this part of the instrument, a five-point Likert scale was used for items 1, 2, 3, 7, 8, and 9, with 4 representing strong agreement and 0 representing a strong disagreement. Also, a five-point Likert - 139 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

scale was used for items 4, 5, and 6; but for these items, 0 representing strong agreement and 4 representing strong disagreement since these are negative items. Items with higher scores in Part II reflect a stronger sense of classroom community. The result provided a summary of all the items used to measure learners’ sense of classroom community pertaining to ”connectedness” (i.e. odd items) ‘’learning” (i.e. even items). Data Collection and Analysis The survey was administered during the final week of the three courses. To improve the response rate, the survey was offered in two different formats: electronic and paper-based, however all respondents chose to fill out the electronic format. Ninety-one out of one hundred students enrolled in the three courses completed the survey (91% return rate). Since all respondents were under the instructor/researcher’s classes, the students had the opportunity to clarify the survey questions with the instructor/researcher. Descriptive statistics and Pearson’s r correlation were used to analyze, summarize and present the quantitative data from the survey. Qualitative data from the open-ended survey question were content-analyzed to provide more in-depth information in the students’ views. To enhance trustworthiness of the survey instrument, the instructor-researcher’s classroom observations and participation on the class social networks served as secondary data sources and were used to supplement the researcher’s interpretations of the survey results. RESULTS AND DISCUSSION The first two research questions were used to organize the presentation of the study results. Part I of the survey answered the first research question; “What are students’ learning experiences with and views on the integration of social networking sites in the surveyed courses?” Part II of the survey answered the second research - 140 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

question; “What influence does the use of social networking sites to supplement face-to-face courses have on students’ perceived sense of community?” The results of the Part I and II were correlated to answer research the third question; “How is Perceptions of Courselearning Experiences and Social Networking Site and Classroom Community Scale correlated with each other?” Part I of the questionnaire generated the perceptions of students’ learning experiences with and views on the integration of social networking sites in the surveyed courses, i.e. the attitude of the students towards the utilization of networking site, Facebook in their learning experiences. In this Part I of the survey, students were asked to rate their agreement with a series of statements (eight items) concerning their learning experiences with the use of social networks in their courses. As shown in Table 1, majority of the participants were in favor of the utilization of their class social networks for finding and sharing educational resources, communicate with classmates about course related topics, knowledge-sharing, and collaborative learning experience. Also, majority of the participants have a positive attitude towards the utilization of the networking site Facebook to support their learning. Participants expressed strong agreement/agreement that the networking site allows them to share their personal views, express their individuality, hold forums to discuss topic of interest, and that the social networking site encourages learner-centered activities.

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Table1. Descriptive statistics of the Perceptions of Course-learning Experiences and Social Networking Site (SNS)’ Mean and Standard Deviations: ITEMS

Mean

Std. Deviation

My class social networking site allows me to share my personal views on topics of interest

4.16

0.687

My class social networking site allows me to express individuality and creativity

4.09

0.661

My class social networking site allows me to hold forums to discuss topics of interest

4.08

0.636

My class social networking site allows me to find and share educational resources

4.37

0.571

My class social networking site allows me to communicate with classmates about course-related topics

4.45

0.654

My class social networking site encourages learner-centered activities

4.15

0.648

My class social networking site promotes knowledge sharing

4.33

0.616

My class social networking site provides collaborative learning opportunities

4.24

0.689

The students were also encouraged to provide their personal feedback and comments in the survey. Among their responses to the open-ended question on the integration of social networks in their courses, the most frequently mentioned educational benefit was information-sharing, communication with classmates and professor, and collaborative learning experiences. As one participant noted: “Social networks (like Facebook) were helpful in terms of giving us a much easier platform for communication and sharing information to our block mates/colleagues. It makes a group project much easier and progressive through chat or group page, without spending time in having a group meet up. Through social media we can - 142 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

upload files of the lessons, post a reminder or announcements.” (Personal communication, July 27, 2016). Another participant further emphasized these comments: “We can gather more information while using Facebook. As an HRIM student it helps me because there are some videos and articles on Facebook that can help us. We can communicate even if we are far away from each other. Like, if we have a group presentation, we can plan through Facebook.” Another student stressed, “Social media is becoming a necessity especially to the millennials or students. It has been a part of our lives since it became a trend in this generation Thus, for us it is the best possible way to share ideas, notes, presentations, and news. Also, schools should encourage students to use it for their classes since it is available, free, and convenient”. Another student also said, “…because of Facebook we get to have knowledge with just a click away. It is indeed not only through books or printed materials that a student could learn; it is also through connecting, interacting, and experiencing.” (Personal communication, July 27, 2016). The students’ responses suggest that the information sharing, communication with classmates and professors, and collaborative learning experience features of social media greatly enhanced students’ learning experiences. These results support Tu, Blocher, and Ntoruru (2008) study, which state that social networking promotes community of practice. As applied to educational setting, it shows that that the success of classroom communities depends on how well learners are connected socially in their classroom communities (i.e. their course’ Facebook group). These results showed that encouraging students to share their personal views, interests and educational resources leads to self-motivated knowledge sharing and seems to be one possible way to promote classroom - 143 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

community of practice. Also, findings indicated that the majority of participants developed strong feelings of social connectedness (sense of community) and expressed favorable feelings regarding their learning experiences in the classes where social networking site was used as a supplementary tool which eventually lead to community of practice (Hung & Yuen 2010, Tu, Blocher, & Ntoruru 2008, and Black, Dawson, & Priem 2008). In the part II of the survey participants were asked to indicate their agreement or disagreement with ten statements concerning sense of community. The results in Table 2 showed that majority of the participants showed strong social connectedness, and expressed favorable feelings of learning experiences as evidenced by items 1, 3, 5, 7 and 9. They also expressed favorable feelings of learning experiences in the classroom community of practice (CoP), as evidenced by items 2, 6, 8, and 10. Table2. Descriptive statistics of Measurement of Classroom Community scale’s Mean and Standard Deviations: ITEMS

Mean

Std. Deviation

I feel that students in this course care about each other

4.21

0.624

I feel that I am encouraged to ask questions

4.01

0.723

I feel that this course is like a family

4.19

0.744

I feel that it is hard to get help when I have a question

2.87

1.087

I feel isolated in this course

3.52

1.037

I feel that my educational needs are not being met

3.54

1.167

I feel that I can rely on others in this course

3.47

0.97

I feel that I am given ample opportunities to learn

3.86

0.864

I feel confident that others will support me

4.01

0.658

10.

I feel that this course does not promote a desire to learn

3.55

1.232

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Majority of the students provided positive comments regarding their perceived sense of classroom community. It was observed that the students’ perceptions of enhanced sense of classroom community were closely related to the information-sharing, communication with classmates and professors, and collaborative learning experience functions as showed in the former section and the interaction function of the social media. For instance, one participant mentioned: “A lot of people have accounts in Facebook, Twitter, Instagram, Gmail, Snapchat, etc., which is used every day by a lot of us. It will be more convenient for us millennials to use them as tools for school related stuff since we never forget to browse our phones and use laptops or tablets. It also helps teachers to communicate better to students. These social networks allow us to send files, search for a topic, announce something, promote something, share something, etc.” (Personal communication, July 27, 2016). Interaction and communication function is a common feature for most e-learning environments, one experienced online learner stressed the significance of social media: “As an International Hospitality Management student we should know how to communicate and cope up with the global trends. Integrating social networks would be of great help when it comes to interacting with people. In line with this I get to expand my network or connections. Communication is important especially in our course where we do a lot of interacting with people with different ethnicities and where connections are important. It is also through these social networking sites where I could easily reach out to my group mates or teammates when I need to; it basically makes communicating a lot easier and convenient.” (Personal communication, July 25, 2016). - 145 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Another student also expressed her favorable feelings of engaging in the class social network: “There are various benefits of integrating social networks like Facebook in our courses because it is a means of communication and it is accessible mostly to everyone. Since IHM is a course, which requires communication with people, these social networks are really useful. Facebook is not mainly for social purposes it can also be good for education an example of this is when we make groups for our classes and post PowerPoint and homework so that anyone can access them.” (Personal communication, July 27, 2016). Also, many of the participants said that the integration of Facebook in their courses engaged them to participate in their classroom community of practice. This was best reflected in one participant’s comment: “It is also through social networks we get to know and improve ourselves more. It would be a lot easier for us to cope up with the trends globally. It can also help us improve as a student through blogging, getting feedbacks from other people, tutorials, and wisdom from other people. It is indeed not only through books or printed materials that a student could learn; it is also through connecting, interacting, and experiencing.” (Personal communication, July 25, 2016). Furthermore, the participants also recognized the value of peer support, which is interrelated with one’s perceived social bond in a meaningful classroom community. As one participant mentioned: “One the most important is to encourage interaction between students. This is beneficial and helpful in our course international hospitality management where having students create teamwork or bond. Integrating social media like Facebook can increase student - 146 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

collaboration in class. Students become friends with their classmates on social media and are more likely to participate on projects. This can lead to higher retention rates; also professors can use social media as a way to get students to participate. Many students are naturally shy in person, and many may not speak up in class, but that may not be the case on social network. Lastly, videos, resource websites, and tutorials can be shared very easily with the entire class at the click of the button.” (Personal communication, July 13, 2016). Here are some statements from participants expressing their appreciation for peer support: “And it is easier to work (in terms of group work) because it allows us to make a group page or group chat where we can discuss everything all together.” “Social networking sites play a big role in the success of having communication and interaction between people. For example, if we, students, would have group works, our main channel of communication is Facebook. We update each other and share information through group chats or group pages. With just one click, we could interact with our group mates and so build teamwork in making our group project.” (Personal communication, July 27, 2016). “In the context of having to work in a group, interaction will never have to be a problem anymore because literally anyone can now be reached immediately. For example, if we have group work, of course we are not always in school to discuss it personally so we use Facebook to do it because in just a second we can already receive messages from our group mates, we can easily send links that will help us in our work.” (Personal communication, July 13, 2016). - 147 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

These results show that a social networking tool was found useful for strengthening students’ emotional connectedness with community members and facilitating the development of classroom communities with evidence of the participants’ enhanced engagement and mutual support for each other in their classroom communities of practice. Overall, the students’ perceptions about increased sense of classroom community demonstrate the social nature of learning, made possible by Facebook. The researcher intention is to understand how SNSs could possibly be used as a supplementary tool to enhance classroom communities of practice. If the SNS, Facebook is a tool to promote a sense of classroom community, then it can lead to the building of classroom communities of practice as reflected in Figure 1. The results of this study showed that participants’ perceptions of their course-learning experiences as well as their sense of classroom community indicated that participants had an overwhelmingly positive response toward Facebook as a supplement to their regular face-to-face courses in higher education contexts. One participant mentioned: “Social media sites like Facebook also provide a learning environment that is not limited by time, like what we usually do in this group page. By having this kind of activities online, students get to participate actively since every student nowadays are drawn to social media. As we interact in these kinds of activities, we build a sense of community and it requires us to participate, think and contribute our own ideas.” (Personal communication, July 11, 2016). SNSs gave way for community (class) members to communicate outside the classroom, and that extended interaction can also lead to additional learning opportunities or enhance participation in the face-to-face classroom. The responses of the students about the convenience of communicating and completing individual or group tasks even not meeting face to face is very positive. - 148 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

With regard to answering the third research question, the relationship of Perceptions of Course-Learning Experiences and Social Networking Site and Classroom Community Scale Table 3 shows the comparative means. Furthermore, Table 4 shows the correlation of the two variables, which are negatively correlated (p-value = 0.037). Table3. Mean scores of Perceptions of Course-Learning Experiences and Social Networking Site and Classroom Community scale. Mean

Std. Deviation

Perceptions of Course-Learning Experiences and Social Networking Site

4.23

0.14

Classroom Community scale

3.72

0.41

Table4. Correlation analysis between: Perceptions of CourseLearning Experiences and Social Networking Site and Classroom Community scale.

Measurement of Perceptions of Course-Learning Experiences and Social Networking Site

Measurement Classroom Community scale

-.738

Pearson Correlation Sig. (2-tailed)

Measurement Classroom Community scale

.037

Pearson Correlation

-.738

Sig. (2-tailed)

.037

*Correlation is significant at the 0.05 level (2-tailed).

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Figure 2. Graphical representations of Perceptions of Courselearning Experiences and Classroom Community Scale. Figure 2 shows that there is an inverse relationship between the variables. Interpreting it as, while students feel that SNS platform is effective it might not promote classroom community. This is perhaps associated with the minimal face-to-face interaction. Based on the results Hawkins, Graham, Sudweeks, and Barbour (2013), interaction is crucial in terms of both frequency and quality of interaction in an online course, because it has a significant impact on student completion The frequency and quality of their interactions with teachers were perceived positively by students. It should be taken into consideration, that it is possible that learner characteristics play a role in this aspect. Some of these hospitality management students perhaps preferred more the face-to-face interaction because they can give and receive information real time.

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CONCLUSION AND RECOMMENDATIONS Higher education practitioners may utilize social media / SNS and its instructional features for creating a positive learning community, i.e. community of practice (CoP). As revealed in this study, the students’ positive learning experiences with the use of social network were highly associated with the information-sharing, communication, and collaborative learning experiences which made possible by the features and the interactional function of the SNS technology, such as Facebook. Although the majority of the participants expressed positive comments in being able to share personal interests, opinions, and learning, it is worth mentioning, though, the result of correlation analysis, which indicates that while students feel that SNS platform is effective, it may not promote classroom community. Overall, based from the research findings and discussion, this paper concludes that as a supplementary learning tool, social networking can be beneficial for enhancing students’ sense of classroom community, which contributes to their classroom community of practice in and out of class. However, the researcher agrees with Hung and Yuen (2010) recommendation that social networking sites/services should be implemented with caution and should take into consideration the learner characteristics before the learning effectiveness of social networking in higher education is proven by empirical evidence. The researcher calls for further research on blended learning, the utilization of online / SNS platform blended with face-to-face and take into consideration the characteristics of learners in the hospitality management courses. It is also worth taking Taylor, Mulligan, and Ishida (2012) and recommendation for those faculty interested in utilizing general online social networking tools such as Facebook, to be sensitive to the privacy and boundary concerns. Bourbor and Plough (2009) study featured the “walled garden” offered by the Ning environment, wherein teachers were in-charge and responsible for the content of the network as well as the other participants with - 151 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

whom the students were able to interact. Not all students may be comfortable in making their private account used as part of the classroom community and it may hinder their participation in the (course) classroom community, which affects the development of community of practice.

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REFERENCES ALBAYRAK, D. & YILDIRIM, Z. (2015). Using Social Networking Sites for Teaching and Learning: Students’ Involvement in and Acceptance of Facebook (R) as a Course Management System. Journal of Educational Computing Research, 52(2), pp. 155-179. ALVAREZ, I.M. & OLIVERA-SMITH, M. 2013, “Learning in Social Networks: Rationale and Ideas for Its Implementation in Higher Education”, Education Sciences, vol. 3, no. 3, pp. 314. AL-MUKHAINI, E., AL-QAYOUDHI W., & AL-BADI, A. (2014). Adoption of Social Networking in Education: A Study of the Use of Social Networks by Higher Education Students in Oman. Journal of International Education Research, 10(2), pp. 143-154. ASHRAF, W. (2009). Teaching the Google-eyed YouTube generation. Education Technology, 51(5/6), pp. 343-352. BANGERT, A.W. (2009). Building a Validity Argument for the Community of Inquiry Survey Instrument. The Internet and Higher Education, 12(2) , pp. 104 -111. BARBOUR, M. & C. PLOUGH. (2009). Social networking in Cyberschooling: Helping to Make Online Learning Less Isolating. TechTrends, 53(4), pp. 56-60. BLACK, E.W., DAWSON, L. & PRIEM, J. (2008). Data for free: Using LMS activity logs to measure community in online courses. The Internet and Higher Education, 11(2), pp. 65-70. BOYD, D.M. & ELLISON, N.B. Social network sites: Definition, history, and scholarship. J. Comput-Mediat. Commun. 2007, 13, pp. 210-230.

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CHO, H., GAY, G., DAVIDSON, B., & INGRAFFEA, A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers and Education, 49 (2), pp. 309-329. DAWSON, S. (2008). A study of the relationship between student social networks and sense of community. Educational Technology & Society, 11(3), pp. 224–238. DÖRNYEI, Z. (2007). Research Methods in Applied Linguistics. Oxford, U.K.: Oxford University Press. HAWKINS, A., GRAHAM, C., SUDWEEKS, R. & BARBOUR, M. (2013). Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school. Distance Education, 34(1), pp. 64 – 83. HUNG, H. & YUEN, S. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), pp. 703 – 714. ISACSSON, A., GRETZEL, U. (2011). Facebook as an edutainment medium to engage students in sustainability and tourism. Journal of Hospitality and Tourism Technology, 2(1), pp. 81 – 90. KARL, K. A. & PELUCHETTE, J. V. (2011). “Friending” Professors, Parents, and Bosses: A Facebook Conundrum. Journal of Education for Business, 86(4), pp. 214-222. LAVE, J. & WENGER, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, U.K.: Cambridge University Press. LIU, Y., GUMMADI, K. P., KRISHNAMURTHY, B., & MISLOVE, A. (2011). Analyzing Facebook privacy settings: User expectations vs. reality. In proceeding of the 2011 ACM SIGCOMM Conference on Internet Measurement Conference. Berlin, Germany: Association for Computing Machinery, pp. 61-70.

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MAZER, J.P., MURPHY, R.E., & SIMONDS, C.J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher selfdisclosure on student motivation, affective learning and classroom climate. Communication Education, 56(1), pp. 1–17. PELUCHETTE, J. & KARL, K. (2010). Examining students’ intended image on Facebook: “What were they thinking?!”. Journal of Education for Business. 85(1), pp. 30-37. PRENSKY, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), pp. 1-6. ROBERTS, J. (2006). Limits to communities of practice. Journal of Management Studies, 43(3), pp. 624-625. RONN, K. (2007, June 13). Social networking: Closer than you think. Business Week Online, p. 12. ROVAI, A.P. 2001, “Building Classroom Community at a Distance: A Case Study”, Educational Technology Research and Development, vol. 49, no. 4, pp. 33-48. ROVAI, A.P. (2002a). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), pp. 197-211. ROVAI, A.P. (2002b). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), pp. 319-332. SANCHEZ, R., CORTIJO, V. & JAVED, U. (2014). Students’ perceptions of Facebook for academic purposes. Computers & Education, 70, pp. 138-149. SUMMERS, J.J. & SVINICKI, M.D. (2007). Investigating classroom community in higher education. Learning and Individual Differences, 17(1), pp. 55-67. TAYLOR, S. D., BAGOZZI, R. P., GAITHER, C. A. and Jamerson, K. A. (2006). Bases of Goal Setting in the Self-regulation of Hyptertension. Journal of Health Psychology, 11(1), pp. 141-162. - 155 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

TU, C., BLOCHER, M., & NTORURU, J. (2008). Integrate Web 2.0 technology to facilitate online professional community: EMI Special Editing Experiences. Educational Media International, 45(4), pp. 335-341. WENGER, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge, U.K.: Cambridge University Press. WENGER, E. (2000). Communities of practice and social learning systems. Organization, 7(2), pp. 225–46. YUEN, S. C.-Y., & YUEN, P. (2008). Social Networks in Education. In proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Chesapeake, VA: Association for the Advancement of Computing in Education, pp. 1408-1412. ZHANG, S., FLAMMER, C., & YANG, X. (2010). Uses, challenges, and potential of social media in higher education: Evidence from a case study. In proceedings of C. Wankel (Ed.), Cutting edge social media approaches to business education: Teaching with LinkedIn, Facebook, Twitter, Second Life and Blogs. Charlotte, NC: Information Age Publishing, pp. 217-240.

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FORMATIVE EVALUATION OF AN ONLINE LABORATORY CULINARY MODULE ON CHICKEN FABRICATION

Jester G. ARELLANO, Kim Marie R. CASTILLO, Tiffany Anne G. SANTUYO*

Jester Arellano is a proud alumnus of De La Salle–College of Saint Benilde, Hotel and Restaurant Institution Management and currently taking his master’s degree in Tourism and Hotel Management. Aside from school work, Chef Jester promotes Filipino dishes in a modern way. He is proud Filipino chef that revolutionary innovating traditional dishes by refining the cooking technique while preserving the culture and history with it. He believes the only way for Filipino cuisine to survive and to be recognized globally is by adapting to the changes. Kim Marie R. Castillo is currently working as Assistant Professor at the De La Salle -College of St. Benilde under the Culinary Arts Program. She has more than 12 years of experience in the Restaurant Industry. She took up her Masters in Business Administration from De La Salle University in Manila, Philippines Tiffany Santuyo is a Registered Nutritionist-Dietitian (RND), teaching full-time at De La Salle-College of Saint Benilde, School of Hotel Restaurant and Institution Management. She’s currently completing her post-graduate degree on Tourism and Hospitality Management in the same school. * Professors at De La Salle-College of Saint Benilde, S.H.R.M. Vatel Manila

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ABSTRACT The prevalence of the digital age tells us that there is a need to integrate new teaching methodologies in higher educational institutions. Using formative evaluation and descriptive statistical analysis, the study aimed to evaluate how a constructed chicken fabrication module and rubric viewed by curriculum developers and chef instructors in terms of attainment of objective, accuracy of content, originality, clarity, online module integration and assessment. Results indicated a high favorable evaluation mean. It is recommended to conduct a summative evaluation prior to start using the module for an actual culinary laboratory classroom activity. Keywords: Formative evaluation, Chicken fabrication module and rubric, Assessment, Culinary laboratory classroom activity. INTRODUCTION Higher education institutions are now trying to adapt to the different types of learning environment due to the development of the Virtual Learning Space (VLE) or E-learning platforms. Universities and colleges need to consider cost-effective and efficient methods of operation. Educational researchers have begun to examine the technological characteristics of online classes, which contribute to making online classes equivalent to face-to-face classes in relationship to their pedagogical effectiveness. Similarly, institutions ushering laboratory classes particularly for culinary degrees, should adapt to technological changes. The varying expectations and needs of the students of the generation to which the education is directed to is also a key factor to the shift of educational instruction. The development of an online module for the laboratory class may be beneficial to the College since it is now shifting to a new learning platform online through Brightspace and technically known in the College as BigSky which promotes paperless instruction. Moreover, - 158 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

the development and improvement of the online module will specifically be an advantage to the following group: chef instructors the addition of an online component to a traditional instructional design for the kitchen will help the instructors to maximize their time in class in student assessment, to gauge how well the students are able to apply theory that is presented visually online to actual kitchen setting and provide valuable information for teachers on instructional design; school administrators the results of the study will have a considerable impact in the implementation of policy, administration and research towards the integration of blendedlearning in higher education ,better understanding of students’ needs; students accessibility of materials online will promote active learning through advance studying ; developers and designers. It is important for curriculum developers and designers. The online module will help understand the millennial culture. The researchers incorporated interactive technology in the instructional method for a kitchen laboratory course in Butchery. To further improve the development of the module, formative evaluation of the material is necessary. The researchers specifically sought how a constructed Chicken Fabrication Module and Rubric be viewed by curriculum developers and chef instructors of the said subject in terms of the said subject in terms of the following to address the following areas in the improvement of the module: a) Attainment of objectives, b) Accuracy of content, c) Originality, d) Clarity, e) Online module integration, f) Assessment. - 159 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

LITERATURE REVIEW According to Weegar and Pacis (2012), the prevalence of online learning is slowly changing the traditional classroom learning environments. The availability of Digital Instructional Resources and Wireless Internet facilities has given schools, universities and colleges the capacity to combine online instruction with a typical classroom setup. Traditional instruction is the old method of education that has been practiced throughout centuries. In this type of environment, there is one teacher for every 20 to forty students. According to Dimitrios, Labros, Nikolaos, Maria, and Athanasios in a 2013 as cited Cottel and Millis (1993): “The traditional (or conventional) teaching methods are teacher-centered and include the use of lectures and discussions while the problem solving element (e.g. see section 3.1) is presented by and/or discussed with the instructor; the syllabus, the teaching materials and the student assessments are determined by the tutor and transmitted to students in various lectures.” It was also mentioned in a research Del Campo, Negro, and Nunez (2012) that: “…traditional resources, chalkboard and master class, did not allow, especially in technical careers to show students the reality of professional life. The “hardness” of the master class forced the teacher to master the subject exhibited. The class almost entirely depended on the teacher, who could get very close to the audience or full bore. The revolution came with the video projector. This resource has brought, along with the PowerPoint file, a reign that can scarcely be forgotten in the classroom. The teacher can now bring all the material, previously selected and prepared, and give a class almost entirely - 160 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

with this media. We say almost, because even now, most teachers use the blackboard or the slate markers to solve exercises and problems. However, with the proliferation of pc tablets, sometimes the entire class is taught on the screen, including the exercises.” The changes in the learning environment has now allowed students to focus more on the actual discussions and lectures being delivered rather than taking down notes because of the prevalence of digital technology in the classroom/s that allow professors to post handouts, references , books and websites for the students to utilize. (Del Campo, Negro and Nunez, 2012). Culinary competency. Jean Piaget’s cognitive theory as cited by Kolb and Kolb (2012) describes how an individual’s intelligence is shaped by experience. Intelligence according to Piaget is not an innate internal characteristic of the individual but is a product of the individual’s continuous interaction to his or her environment and the people he or she interacts with moment to moment. In a study by Sellah and Riley in 1994 on measuring culinary learning processes done in Malaysia, it was established that the sequential pattern of culinary education produces a more efficient chefs. This is compared to those who acquired their culinary skills purely from experience (i.e. job experience). Though formal culinary education is not required for employment in a professional kitchen, it has been shown to assist a worker with placement in a higher entrylevel kitchen position and can help a worker advance more quickly (Solis and Hall, 2010). Employment as a chef may require a combination of education, experience or other attributes. Completion of an apprentice program, formal training abroad, or equivalent training and experience are required (Roche, 2012). Similar to the concept of intelligence in learning, culinary competency is one factor that allows a culinary student to progress professionally. The major component of competence for this profession is skills, judgment, attitudes and values, entry skills, knowledge, - 161 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

ability and capacity (Birdir & Pearson, 2000). The growing age of technology also yearns for technological competence of the individual in the foodservice industry as well as the educators of future chefs or foodservice providers (Rodgers, 2009). Online learning. Distance learning has a long history and there are several types available today. The most popular approach today is online learning. According to the Sloan Consortium, online enrollments continue to grow at rates faster than for the broader student population and institutes of higher education expect the rate of growth to continue increasing. Students experience distress during their first encounter with online learning. This is due to the fact that from doing things in a singular or monochromatic approach, they would now need to do tasks on a multiple level and all at the same time. This emphasizes the need to consider individual and organizational characteristics and goals (Stern, 2011). The needs of the industry must be met by educators. They need to figure out what works best and what necessary subjects must be taken up in the culinary education sector. The restaurant industry is constantly changing so the types of courses that the learners is critical in ensuring the continued success of this industry (Traud, 2017). According to Schunk (2012), “two positions on the origin of knowledge and its relationship to the environment are rationalism and empiricism. These positions are recognizable in current learning theories called rationalism which refers to the idea that knowledge derives from reason without recourse to the senses. The distinction between mind and matter, which figures prominently in rationalist views of human knowledge, can be traced to Plato who distinguished knowledge acquired via the senses from that gained by reason. Plato believed that things (e.g., houses, trees) are revealed to people via the senses, whereas individuals acquire - 162 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

ideas by reasoning or thinking about what they know. People have ideas about the world, and they learn (discover) these ideas by reflecting upon them. Reason is the highest mental faculty because through reason people learn abstract ideas.” Blended learning. It is a type of learning instruction that combines two or more learning styles into something that the students will find agreeable, adaptable, and beneficial to them. The online learning and traditional face to face learning methods should be planned very well (Güzera and Canera, 2013). Weegar and Pacis (2012) stated that “Behaviorism and constructivism are learning theories which stem from two philosophical schools of thought which have influenced educators’ view of learning.” Formative evaluation. It is a type of evaluation that is not formal and it provides a gauge for both students and professors about the levels of understanding that enables the teacher to adapt to the needs of the class (University of Berkeley 2017).This type of evaluation allows the instructor to affect changes in that have a direct effect on the current students learning. It also helps monitor students’ progress in class. RESEARCH METHODOLOGY Since culinary laboratory courses focus on the learning and development of skills of culinary arts students, traditional laboratory instruction entails instructional demonstration (demo) by the chef instructor and a return demo and/or application of what has been demonstrated in class. Blended learning on the other hand is where technology, through the online learning platform is incorporated in the traditional laboratory instruction. The researchers developed an interactive online module for a butchery class sequenced after how it is employed in the actual kitchen laboratory setting. Once formatively evaluated, the module may - 163 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

be uploaded for summative evaluation, through the online learning platform of the institution popularly known in College as BigSky. Evaluators selected for the formative evaluation of the module were two curriculum developers, three chef instructors handling butchery classes and two technical coaches. These evaluators were purposively selected by the researchers based on their credentials and competencies. Formative evaluation was done through a survey form to be filled up by the evaluators after reviewing the module. RESULTS AND DISCUSSIONS Using a Likert scale from 1 being the lowest and 10 being the highest, descriptive statistical analyses through mean and standard deviation were derived. The results were summarized in Table 1. Formative evaluation sheets were categorized into six major criteria namely: (1) Attainment of Objectives, (2) Accuracy of Content, (3) Originality, (4) Clarity, (5) Online Module Integration, and (6) Assessment. The mean and standard deviation of each distribution were taken as data for the evaluation of the online module. Among the six categories, online module integration had the highest rating; 9.6 out the 10-point Likert scale, and originality got the lowest; 8.20 out of 10. The evaluators deemed that the online module is an appropriate element to be integrated in the laboratory class to encourage students to actively participate for the actual class. However, concepts integrated were not new or original based on the rating of the evaluators.

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Table 1. Experts’ Assessment Mean Score Rating of Chicken Fabrication Modules. Module criteria

Mean

1.1. Objectives are measurable and include specific information about what the student will be able to do, e.g. how well, how many, to what degree.

8.80

0.66

1.2. Objectives reflect high levels of cognition according to Bloom's Taxonomy.

7.80

0.78

1.3. The objectives listed are realistic given the time and level of the target audience.

8.80

1.02

1.4. The learning objectives are of interest to the learner.

9.40

1.02

Mean for Part #1

8.70

1. Attainment of Objectives

2. Accuracy of Content 2.1. The material is pedagogically sound and appropriate to inquiry processes.

9.00

0.81

2.2. The material provides scientific value and accuracy.

8.20

0.92

2.3. Appropriate grammar, spelling, quality of language are used.

9.20

0.81

2.4. Technical soundness (i.e., the technology works as intended) is manifested.

8.60

0.81

Mean for Part #2

8.75

3. Originality 3.1. Concepts and skills are presented in new ways.

8.80

0.92

3.2. Other concepts and skills are integrated into the new concept.

7.60

0.92

Mean for Part #3

8.20

4. Clarity 4.1. Short paragraphs, short sentences, and simple words render the material to be clear

8.60

1.02

4.2. Visual representations are of high quality.

8.00

0.81

4.3. Instructions are understandable.

9.20

1.02

4.4. The driving question(s) are clear.

7.20

0.66

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4.5. Expected analysis outcomes are defined clearly and completely.

8.60

Mean for Part #4

8.32

0.81

5. Online Module Integration 5.1. The module bridged the gap between students' learning and traditional way of conducting a laboratory

8.80

0.67

5.2. The online module is an appropriate element of the subject's syllabus.

9.20

0.81

5.3. The online module is encouraging enough to make the student actively participate for the actual class.

9.60

1.02

5.4. The online module made the subject and/or the topic interesting

8.60

0.92

5.5. The actual laboratory activities were well integrated into the module.

9.60

1.02

Mean for Part #5

9.16

6. Assessment (RUBRIC) 6.1. Assessment criteria were clearly explained

9.00

0.81

6.2. Assessment criteria were relevant to the online module's content.

8.80

0.81

6.3. Assessment contributed to the learning of the student.

8.80

0.81

6.4. The assessment/s reflected the important aspect of the module.

9.20

0.81

Mean for Part #6

8.95

Over-all Mean Average

8.68

It can be seen from the results that the evaluators had attested that the Rubric is valid. With an overall mean score of 8.68 out of 10. This indicates that although there are some areas that need improvement, this indicates that the use of blended learning for Chicken Fabrication classes can be done through online modules and traditional teaching methodologies. In the attainment of the objectives, the evaluators believe that the learning objectives of the module are of interest to the learner and realistic given the time and level of the target audience. However, - 166 ÂŠÂ CirVath - les Cahiers Internationaux du Tourisme - nÂ° 9

the measurability and specific information about what the student will be able to do was deemed rather lacking. The accuracy of the content had the highest score on grammar and spelling based on the mean. Majority of the evaluators rated two items high under the clarity category; 4.1 short paragraphs, short sentences, and simple words render the material to be clear, as well as 4.3 Instructions are understandable. Online module integration items such as 5.3.The online module is encouraging enough to make the student actively participate for the actual class; and 5.4.The online module made the subject and/ or the topic interesting in the evaluation scored high. CONCLUSIONS AND RECOMMENDATIONS Based on the study, an online culinary module on chicken fabrication for a kitchen laboratory class is feasible although there are some areas that need to be further developed such as its clarity of instruction and its objectives. There’s also a need to develop a newer or more innovative concept on the topic or method of integrating the module as found in the results of the evaluation. It is recommended that some revisions be done and summative evaluation be conducted subsequently.

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REFERENCES BIRDIR, K. and PEARSON, T.E. (2000). ‘Research chefs’ competencies: A Delphi approach’, International Journal of Contemporary Hospitality Management, 12(3), pp. 205–209. doi: 10.1108/09596110010309989. DEL CAMPO, J. NEGRO V. and NUNEZ M. (2012). The History of Technology in Education. A Comparative Study and Forecast. Procedia-Social and Behavioral Sciences, 69, 1086-1092. DIMITRIOS, B., LABROS, S., NIKOLAOS, K., MARIA, K., & ATHANASIOS, K. (2013). Traditional Teaching Methods Vs. Teaching Through The Application Of Information And Communication Technologies In The Accounting Field: Quo Vadis?. European Scientific Journal, 9 (28). GÜZERA, B. and CANER, H. (2013) The past, present and future of blended learning: An in depth analysis of literature. Available at: www.emu.edu.tr/hcaner/wp-content/uploads/2014/09/blendedlearning.pdf (Accessed: 25 February 2017). KOLB, A.Y., & KOLB, D.A. (2012). Experiential learning theory. In Encyclopedia of the Sciences of Learning (pp.1215-1219). Springer US. ROCHE, C.P. (2012). Canadian Professional Chef’s Perceived value of Formal Culinary Education and its relationship with Industry Success (Doctoral dissertation, Florida Atlantic University Boca Raton, Florida). RODGERS, S. (2009). The state of technological sophistication and the need for new specialized tertiary degrees in food services. International Journal of Hospitality Management, 28(1), 71-7. SCHUNK, D.H. (2011) Learning theories: An educational perspective (6th Ed. Boston, MA: Addison Wesley). - 168 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

SELLAH, H., & RILEY, M. (1994). Measuring culinary learning processes: Education and experience. International Journal of Contemporary Hospitality Management, 6(6), III. STERN, J. (2011). Enhancing Learning Through Differentiated Technology. [online] Edutopia. Available at: https://www.edutopia.org/blog/enhanced-learning-through-differentiated-technology-julie-stern (Accessed 9 Feb. 2017).Solis, H. and Hall, K. (2010).Occupational Outlook Handbook [online] Available at: http://www.credentialwatch.org/occ/2010-11OOH.pdf (Accessed 9 Feb. 2017). TRAUD, M. (2017). The connections between culinary education and the restaurant industry: A phenomenological investigation of educators’, restaurant professionals’ and recent graduates’ views on culinary education (Doctoral dissertation, Drexel University). University of Berkeley California. (2017). Formative evaluations. (Online) Available at http://teaching.berkeley.edu/formative-evaluations (Accessed 27 February 2017). WEEGAR, M.A. and PACIS, D. (2012). A comparison of two theories of learning – behaviorism and constructivism as applied to face-to-face and online learning. E-Leader Manila. Available at https://www.g-casa.com/conferences/manila/paers/Weegar.pdf. (Accessed 27 February 2017).

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SINGAPORE HOTELS’ USE OF TECHNOLOGY FOR PRODUCTIVITY, CUSTOMER SERVICE AND BRANDING. A DESCRIPTIVE STUDY. Godofredo Cristobal UTANES, Craig ALBRIGHTSON and Raju PAKALAPATI* Keywords: Branding, Customer service, Descriptive study, Hotels, lodging, Productivity, Properties, Singapore, Technologies. ABSTRACT Technology discussions in conferences and conventions in Singapore emphasize favorable outcomes of workplace automation and web technologies in service sectors like travel and tourism industries (Why Singapore is suitable, 2016). These events are indisputably important to a small city-state striving to discover innovative ideas to address the lingering issues of manpower shortage and consistently rising operation costs in services industries. Organizers, participants and spectators in these events all agree with firm resolve that Singapore hospitality firms should gear-up with more advanced technologies to confront the challenges threatening the industry’s sustainability. This study is a descriptive research that aimed to find out the employment extent of the latest technologies in Singapore hotels. Demographic characteristics were taken to determine their association with technologies that hotel staff and managers perceived needed to improve productivity and the quality of customer service. * Vatel Lecturers

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To achieve these objectives researchers collected primary data using a survey questionnaire and compared them with information gathered from literature review pertaining to the level of automation other countries had assimilated. This study revealed that the state of technology adoption in the Singapore hotel industry has yet to reach a seriously comfortable momentum to ensure the industry’s even brighter future. A significant disparity between the existing number of technology types and the perceived needed number of technologies in Singapore hotels unraveled. This suggests that there is a general awareness among hotel managers, supervisors and staff of lacking technologies for adoption in respective properties. It was also found that the slight relationships between hotel demographic traits and technology use are not conclusive. Moreover, technology is associated with productivity improvement, quality service and corporate branding. There is therefore a dire necessity for the hotel industry to turn to more technologies in order to effectively achieve the said organizational goals. With these and the other findings in this study, the authors strongly recommend that hotel managements, hotel associations, as well as government authorities should pursue a truly intentional, well-planned and more directed technology adoption and assimilation in Singapore hotels. INTRODUCTION There are close to 400 hotels in Singapore. This number excludes two scores of small-operation lodging residences, accommodations, and properties (Singapore Tourism Board, 2016). In many of these hotels and lodging businesses, management is aware yet cautious about prospects of automating day-to-day operations primarily because of the cost implications. Much has been said about state-of-the-art innovative concepts and technologies in the services sector. Modern gadgetry, motorized - 172 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

maids’ trolleys, ezi maid (Technology helps raise productivity, 2013), self-cleaning toilets, automated check-ins, unmanned mobile vacuum cleaners, automated bed linen removal, optikeeper, e-housekeeper, use of tablets and palm pilots, to mention a few. These technologies are already serving Singapore-based hotels as well as food and beverage (F&B) outlets, although they are far from numerous (Amashub, 2016). There is of yet however, no study undertaken to survey the current level of adoption of technological advancements slowly proliferating these hotels in the city-state. This research vied to get all the 400-plus hotels and lodging properties in Singapore to respond to survey questions. It investigated the state of technology adoption and assimilation in a paradigm where managers and staff are extremely cautious about releasing any information that might make their establishments more vulnerable to a perceived highly competitive environment. RESEARCH OBJECTIVES The aim of this study was to discover the extent of utilisation of technologies in Singapore hotels and other lodging properties. In doing so, it hopes to motivate both public and private policy formulators and decision makers to take more aggressive actions in paving the way for hotel services to embrace competitive technologies, perhaps in the form which are more integrated than splintered. This study is descriptive and therefore limited itself from further delving into deeper levels of examination besides relevant demographical data and attempting to find some correlations among a mere few but realistically manageable research variables. Examining these correlations between the research variables provided more information on relationships that could be indicative of useful trends and patterns.

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LITERATURE REVIEW Muller (2010) defines technology in the hospitality industry as the means and methods used to achieve industry needs. It includes tools and crafts such as machines, equipment, utensils, systems, organisation and techniques. This study on the use of technology in Singapore hotels subscribes to this definition on a practical ground. It takes into account the hardware component in hotel rooms as well as software in the service counters – a reasonably sufficient version appropriate to a local industry that, in the minds of this study’s researchers, has not yet pronounced itself to be technologically well advanced. Information and communication technology (ICT), customer relationship management (CRM), project management, global distribution system (GDS), Internet-based distribution system (IDS), property management system (PMS) and other related systems infrastructure, provided they involve hardware and/or software, comprise hotel-based technology in this particular research. Technologies affording guests a memorable hospitality experience and operational productivity are seen in hotels across the globe. For instance, Seric, Saura, and Descals (2011) categorised ICT in hotels into in-house and external. The internal aspect included hotel hardware, hotel software, network connectivity and business integrated processes while the external consisted of electronic marketing and sales, CRM, those related to C2C (consumer-toconsumer) communications and electronic supply management. The authors argued that ICT would be a driving force in a modern hotel sector particularly for high-quality hotels. Moreover, Terry, Lorden, and Creamer (2016) reported Village Hotels, a UK brand attached to unique facilities and properties, innovatively utilise mobile check-in and mobile key in their hotel rooms. The editors further cited Hilton Worldwide which started using intelligent technologies across its 4,500 hotels globally to - 174 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

gather valuable data, reduce carbon emission, divert waste, and conserve water. Mandarin Oriental Hotel Group has brought fibre optic technology straight into their rooms for more reliable online connectivity, greater bandwidth and fewer choke points thus enhancing far better telecommunications access and convenience among its hotel guests. Henn-na Hotel in Japan is one of those that use technology to differentiate itself. The hotel boasts of using its advanced technologies, including robotics, to maximize efficiency as well as add fun, leisure and comfort among its guests (O’Dell, 2016). Hotels that are able to bring about exceptional customer service enjoy brand trust and guests’ loyalty (Sirdeshmukh et al., 2002, as cited in So et al., 2013; Delgado-Ballester and Munuera-Alemán, 2001, as cited in So et al., 2013), and technology stands at the forefront of achieving these attributes. An outcome of this relationship could be more and more dependence on the use of technologies in the hotel sector. O’Dell (2016) agreed with Terry et al. (2016) that more than fifty percent of hotels are expected to put in more money in 2017 to either embrace or boost technology in their accommodation businesses. Besides branding, other determinants of hotel owners’ and administrators’ adoption or non-adoption of technology include scope of hotel activities (Nwakanma, 2014); owner/manager characteristics like education level, age, and IT knowledge; characteristics of the property such as size, type, chain membership, structural management, and top management support; perceived benefits like increase in bookings, marketing tool, cost reduction; perceived barriers such as lack of resources, capital cost, lack of IT training and knowledge (Khemthong & Roberts, 2006); achieving efficiency of operation and reduction in labour, customer satisfaction and repeat business (Ansel and Dyer, 1999, as cited in Koutroumanis, 2011); improving customer service and quality (Jin-Zhao and Jing, 2009, Garver, 2002; Siguaw and Enz, 1999, as cited in Koutroumanis, 2011); - 175 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

and gaining strategic competitive advantage (David, 2009; Piccoli, 2008; Harrison and St. John, 2008, as cited in Koutroumanis, 2011). From the breadth of international literature linking business objectives with technological advancements, this study explored the connection between technology utility and organizational goals, the extent and intent of Singapore hotels to capitalize on technology to improve productivity, customer service and branding. This is partly for the reason that, while there is no scarcity of literature on technology used in the hospitality industry around the world, there are very few studies, if not none at all, conducted on the extent of technology in Singapore hotels aiding business efficiency, staff productivity, and enterprise profitability. In one of the limited number of Singapore-oriented studies on hotel technologies, Irawan (2013) argued that Singapore is among three ASEAN countries where ICT services had a special role to play in a country’s economy within the backdrop of per capita income positively correlated with the size of the ICT sector. Wong and Singh (2005) investigated the development of Singapore technology at work in industries from 1965 to four decades thereafter. Multinational companies were responsible for the advanced assimilation of new technology, mostly in the fields of manufacturing, life science, IT and design. They came in the form of physical equipment or systems, intellectual properties, and tacit knowledge and skills of foreign workers. It was evident that up until a decade ago, extensive technology adoption had not gained traction in the domestic services sector, let alone the hospitality industry, although the Singapore government had promulgated technology-oriented policies and has been in the foreground in related infrastructure establishment. The Singapore government has laid down a reasonable magnitude of technology awareness and implementation in both the public and private sectors. Nevertheless, technological progress in the hotel segment has not been well pronounced yet. Wong (2010) attempted - 176 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

to develop a best CRM practice for Singapore hotels and how CRM practices can be effectively implemented. She concluded that technology enables a good CRM practice to achieve improved service performance, customer value and loyalty; however, this study’s researchers stands by the tenet that CRM is not about technology alone. In a recent development, the Singapore Tourism Board (Hotel industry story-bank, 2016) reported a number of local hotels embracing technology to improve work productivity and efficiency, namely: Bay Hotel Singapore and Marina Mandarin Singapore deploying mobile technology for guest check-in and F&B ordering, respectively; Grand Park Orchard providing in-house smartphone services to guest for IDD calls and Internet connectivity; Crowne Plaza Changi Airport and Park Hotel Group using automation in housekeeping; adopting RFID in case of Holiday Inn Singapore Atrium on its laundry service, Hotel Clover 33, Jalan Sultan on its inventory management, and Regent Singapore on staff uniform counting; and other online-based computer applications in Millennium & Copthorne International Limited (e-learning), Swissotel The Stamford and Fairmont Singapore (Micros payment system), and Park Avenue Rochester (robotics). SDH Institute’s head of academics, I. Joshua (personal communication, January 5, 2017) cited Mandarin Hotel Singapore to have already bought the smart bartender, and robot waiters apparently are being considered in Marina Bay Sands Hotel. This research sought to help corroborate the limited amount of public information on hotel usage of technologies by inquiring with more local Singapore hotels and lodging facilities about which technologies were available and were presumably instrumental in providing better operational sense and more service convenience to guests.

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METHODOLOGY This study made use of a self-administered survey with 19 questions. Hotel and lodging property managers, supervisors and staff were approached to serve as the respondents. The survey questionnaire consisted of inquiries on basic hotel and lodging firms’ demographics including name of hotel, locations, room count (supply), manager and staff headcount, expected occupancy rate, the type of existing technologies in housekeeping, front desk, and in-house F&B sections, and other closed-ended questions. An open-ended question concluded the short survey that asked for suggestions related to improving hotel or lodge productivity, efficiency and use of technology. Of the 400 hotels and lodging properties in Singapore that were randomly approached, more than half of the respondents refused to provide answers to the few survey questions. The researchers therefore deemed to exclude responses of hotel managers, supervisors and staff who were more generally discrete as well as less cooperative in giving replies during the inquiry. This move further decreased the sample size. Thus, out of the total number of accommodation companies approached (more than 400 all-in-all), 181 sets of responses were officially included in this research. This is a good 45% sample out of the total targeted population of 400 hotels and lodging properties. At 95% confidence level with +/-5% margin of error, this number is realistically close to the 190-plus ideal sample size (Wyse, 2012; Survey Sample Size Calculator, 2016). The collected data were tested for parametric and nonparametric categorisation using Skewness and Kurtosis; Shapiro-Wilk test; other normality tests such as histograms, normal Q-Q plot, and box plots (Lofgren, K., 2013; Shapiro and Wilk, 1965; Razali and Wah, 2011, Brown, 1997). Also used was Leven’s test for homogeneity of variances (Nordstokke and Zumbo, 2010, as cited in Lofgren, - 178 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

2013, August 21; Nordstokke, Zumbo, Cairns, and Saklofske, 2011, as cited in Lofgren, 2013, August 21). Results indicated that the data sets are generally non-parametric. Thence, descriptive statistical tools such as frequency distributions and measure of central tendency, i.e., median, were used as they are appropriate for nonparametric statistics. The mean of each variable was calculated just for curious comparison). For variable association or correlation test, Spearman’s Rho was relied on instead of Pearson Coefficient of Correlation (Parametric vs. Non-Parametric, 2016). Questionnaire on Use of Technology in Hotels Dear Sir / Madam: Good morning/afternoon. Thank you for helping us to answer this questionnaire. We aim to find out the extent to which technology is being used in Singapore hotels. We respectfully request that you answer this questionnaire without mental reservation and as sincerely as you can. Rest assured your responses will be dealt with utmost confidentiality. Thank you. 1. Name of hotel________________________________________ 2. Location in Singapore__________________________________ 3. Your position in the hotel_______________________________ 4. When was it established in Singapore?____________(year only) 5. How many rooms and suites do you have?__________________ 6. How many managers does your hotel have?________________ 7. What is the total hotel headcount, both fulltime and part-time?_ _____________________________________________________ 8. What is your expected occupancy this year?________________ 9. What is the total housekeeping headcount?_________________

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10. What kind of technology do you use in your guest rooms and housekeeping department? (please tick-off as many as you have in housekeeping) Motorized maids trolleys

HOTSOS

Self-cleaning toilets

Pre-packed linens

Automated vacuum cleaners

Robotics

Automated bed linen removals

E-housekeeper

Optikeeper

REX

Others, please specify:

11. What other technologies would be useful in the guest rooms and housekeeping department?________________________________ _____________________________________________________ 12. How many front desk managers and staff do you have?_______ 13. What kind of technology do you use in your front-office department? (please tick-off as many as you can in the front-office department): Automated check-ins PMS (Opera) PMS (Fidelio) Revenue Management System

Others, please specify:

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14. What other technologies would be useful which are not in the front-office department?__________________________________ _____________________________________________________ 15. How many restaurants does your hotel have?______________ 16. What is the approximate total head count in your restaurant/s?___________________________________________ 17. What kind of technology do you use in the food and beverage department? (please tick-off as many as you have in the F&B department): Tablet for ordering

Kitchen automated stock ordering

RMIS

Micros

Revel

Others, please specify:

18. What other technologies would be helpful which are not in your food and beverage department?____________________________ _____________________________________________________ 19. Do you have any suggestions related to further improving productivity, efficiency, and use of technology in your hotel generally?_________________________________________________ _____________________________________________________ Thank you very much.

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FINDINGS Demographic data had been gathered to determine possible practices and correlations relating these data with technology usage and technology-related variables. One specific variable is the existing technology types in three departments, namely: housekeeping, front desk, and the F&B. The other variable is the needed technology types in these departments, individually. The correlations are discussed in the latter part of this research paper. Hotel location in Singapore Termed as Singapore’s city hub, the central business district or popularly known as CBD is a cluster of financial institutions and is surrounded by tourist landmarks and iconic attractions. Out of the total 181 hotel respondents in this study, 56.4% were located in the CBD while 37.6% were outside the CBD area. See Table 1. Removing the no-response data, the frequency distribution is 60% (CBD) and 40% (outside CBD). This ratio may indicate that those whose hotels are located in the CBD area were willing to reply to this question or likely that there were indeed more Singapore hotels located within the CBD. Table 1. Locations of Hotels in Singapore. Frequency

Percentage (%)

Valid Percentage (%)

Cumulative Percentage (%)

No Answer

6.1

Central Business District (CBD)

102

56.4

62.4

Outside CBD

37.6

100.0

Total

181

100.0

Hotel Location

Table 2 provides details of the various areas in Singapore where respondents located their hotels.

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Table 2. Location Distribution of Hotels in Singapore. Within The Central Business District (CBD) • Chinatown • Orchard • Cavenagh Road • Somerset • Victoria Street • Dhoby Ghaut • Upper Pickering Road • Merchant Road • Keong Saik Road • Clarke Quay • Telok Ayer • Raffles Place • Outram Park • Downtown MRT • Bras Basah • Bugis • City Hall • Tanjong Pagar • Sentosa

Outside The Central Business District (CBD) • Little India • Serangoon Road • Bukit Merah • Tiong Bahru • Lavender • Geylang • Ang Mo Kio • Changi • Katong

It is evident that the responding hotels located at the CBD are twice the number of those located outside the CBD. The actual reason for this will be worth determining in future research endeavours as this is outside the scope of this study. Respondent designation The respondents were categorized into managers and non-managers/supervisors based on the industry benchmarks. An organizational chart for example would fit the description of employee categories. Managers in the survey are simply defined as persons who manage operations of a department/organization, whereas non-managers and supervisors are the supporting personnel. The respondents comprised of close to 45% managers and 55% non-managers. Managers were grouped as all who had responded - 183 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

with manager or supervisor when asked to describe their position, versus those who did not. See Table 3. Table 3. Manager/Staff Designations. Frequency

Percentage (%)

Valid Percentage (%)

Cumulative Percentage (%)

No Answer

3.3

Manager

43.1

46.4

Non-Manager

53.6

100.0

Total

181

100.0

Manager / Staff Designation

Hotel age since establishment Among all the Singapore hotels that participated in this study, the oldest was established in 1880 while there were 5 hotel respondents that started their operations in 2016. The frequency distribution in Table 5 shows that close to 40% - the highest frequency value – of the participating hotels were established within the recent decade. An additional 31 hotels were included to those that are 20 years old and below, resulting in a cumulative total of eighty percent (80%) that were 100 years old and below. Only 4% or 7 hotels are aged more than 100 years old. Medians and means of other variables The following table shows the median and mean of each of the other variables, most of which are demographic characteristics that have been taken in an attempt to investigate central tendencies and possible relationships with technology-related variables. Technologyrelated variables include number of existing technologies in the housekeeping, front desk, and F&B departments, as well as those technologies that the department managers and non-managers perceived to be lacking and needed in their respective departments.

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Table 4. Medians and Means. Variable

Median

Mean

11 to 20

100 to 200

152

Number of managers

Total hotel headcount

51 to 100

105

90%

85%

1 to 20

30.9

Number of existing housekeeping technologies

Number of needed housekeeping technologies

1.0

2.6

1 to 20

19.7

Number of existing front desk technologies

1.0

1.5

Number of needed front desk technologies

1.0

1.8

1 to 20

12.2

Number of existing F&B technologies

1.0

1.4

Number of needed F&B technologies

1.0

1.3

Hotel age range (in years) Number of rooms range

Expected occupancy rate Housekeeping staff headcount

Front desk managers & staff range

Number of hotel’s F&B outlets F&B staff headcount range

The median age of all the Singapore hotel respondents is close to 11 to 20 years old. Mean is 20 years since establishment. With close to 40% of the total respondents aged from 1 to 10 years old, it could be gleaned that Singapore hotels are young hotels. Thus, it could be expected that these hotels employ technologies existing in the recent decade. Number of accommodation rooms Based on the hotel respondents’ information on the available rooms, more than 60% of Singapore hotels have 200 or fewer rooms. The highest frequency of response (almost 46%) was that of hotels having 100 rooms of fewer, while just four respondents indicated having over 1000 rooms. - 185 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

There is limited data on the age of hotels of other regions (countries apart from Singapore). Day, J. (2016) in his Delphi study of boutique and lifestyle hotels defined ‘boutique hotel’ as a small property with less than 200 rooms and may at times belong to a larger hotel brand. In this present study 60% of the respondents have stated that they have 200 rooms or less. The median number of rooms is from 100 to 200 rooms. Mean range for number of rooms is 152 rooms. See Table 4. We would expect the average number of rooms in Singapore to be fairly low, due to limited space and cost of land. What is more important for the purposes of this study, however, is how the number of rooms may correlate to organizational structure and most importantly, technology. The former could be an ideal subject for further studies. Number of managers The median number of managers in the responding Singapore hotels is 4 per hotel. Mean is 7 managers per hotel. See Table 4. Hotels with only 1 to 5 managers comprise the majority of the frequency distribution for these hotels. Only less than 2% of the total number of hotel respondents indicated from 40 to 64 managers on each property. When we compare these figures with the mean headcount employed in the responding hotels (105), we can estimate a supervisor to staff ratio of roughly 1:15, which indicates a relatively wide span of control (Weiss, n.d.). Total hotel headcount A good percentage of hotels (33.1%) have a head count of 1 to 20 staff. Comparing this to the number of rooms in this sample, i.e., from 100 to 200, the average ratio of employee to room is 1:20. This is way too high compared to the 0.50 to 2.11 industry average (Kurniawati, 2014). Median for the hotel staff headcount is from 51 to 100 ranges. Mean is 105 staff headcount. See Table 4. If we consider the median - 186 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

number of rooms, which is in the 100 to 200 range, we can estimate our headcount per room to be at 0.5. Expected occupancy rate The highest number of observations from is 80% expected occupancy rate. The median for the expected occupancy rate is 90%. Mean is 85%. See Table 4. This is high compared to the global average occupancy rate ranging from 62% to 70% in 2015 and 68% in the Asia Pacific region in the same year (Occupancy rate of the hotel industry, 2016). It is however validated by the occupancy rates reported by the Singapore Tourism Board, which remained at just over 85% for 2015 (Singapore Tourism Board, 2016). Housekeeping staff headcount Median housekeeping staff headcount is from 1 to 20 staff. Mean is 30.9. See Table 4. Sonmez (2016) stated that cleaning staff to number of rooms is approximately 1:14. The median and mean number of rooms in this study is 100 to 200 rooms and 152, respectively. This provides a median ratio of 1:10 and mean ratio of 1:5 indicating that, in the hotels of Singapore, the housekeeping-tonumber-or-rooms ratio is more than acceptable. Existing technologies in housekeeping The following table shows the technology types existing in Singapore hotels based on this study’s responding hotels.

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Table 5. Existing Housekeeping Technologies. 1 – Motorized maid trolleys 2 – Self-cleaning toilets 3 – Automated vacuum cleaners 4 – Automated bed linen removals 5 – Optikeeper 6 – HOTSOS 7 – Pre-packed linens 8 – Robotics 9 – E-housekeeper 10 – REX 11 – Ionizer 12 – Demodifier

13 – Handiphones 14 – Comanche 15 – E-rostering 16 – Passport scanner 17 – Excel sheets 18 – Company emails 19 – E-attendance 20 – PDA system 21 – Wifi 22 – Fax machine 23 – Printer 24 – Easy maid

The median number of existing housekeeping technologies is 2. Mean is 2 as well. See Table 4. The most common technologies employed are automated vacuum cleaners, self-cleaning toilets and motorized maid trolleys. Needed technologies in housekeeping The median number of needed technologies in housekeeping is 1.0 while the mean is 1.1. See Table 4. These figures are interesting in light of the median for number of technologies currently utilized being 1. This would imply both that the number of technologies utilized is low and relatively satisfactory.

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Table 6. Needed Housekeeping Technologies. 1 – Motorized maid trolleys 2 – Self-cleaning toilets 3 – Automated vacuum cleaners 4 – Automated bed linen removals 5 – Optikeeper 6 – HOTSOS 7 – Pre-packed linens 8 – Robotics 9 – E-housekeeper 10 – REX 11 – Ionizer 12 – Demodifier 13 – Handiphones 14 – Comanche 15 – E-rostering 16 – Passport scanner 17 – Excel sheets 18 – Company emails 19 – E-attendance

20 – PDA system 21 – Automatic bed bugs eliminator 22 – Auto doorlock 23 – Centralised airconditioning 24 – Wifi 25 – Uber desk 26 – Tablet service 27 – Self kiosk check in 28 – Hotelogix (cloud based) 29 – Automated minibar 30 – Money changer system 31 – Ipad 32 – Ordering software 33 – Television 34 – Walkie-talkie 35 – Automated check-in 36 – Washing machine 37 – Electronic key card

Table 6 shows technologies that respondents listed as needed (highlighted text), chosen from a list of housekeeping technology options in the questionnaire. The technologies most frequently listed as needed were “motorized maid trolleys”, “automated vacuum cleaners”, “automated bed linen removals” and “handiphones”. Interestingly, one of the most mentioned needed technologies was “electronic key cards”. This was one technological item that had not been included on the list for selection, meaning that many respondents mentioned this independently. Front desk managers and staff headcount The median front desk staff headcount for all responding Singapore hotels is within the 1 to 20 range. The mean is 19.7 staff headcount. See Table 4. This variable has been used for possible correlation with technology-related variables. See later discussion.

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Existing technologies in front desk operations The median number of front desk technologies observed in all the participating Singapore hotels is 1, according to the manager and staff respondents. The mean is at 1.5 number of existing front desk technologies. See Table 4. The most significant observation from this data was the fact that of the respondents who reported the use of only one type of front desk technology, 69.6% reported this technology to be Opera PMS (property management system), implying that this is often considered the primary technological acquisition for the front desk department. Table 7. Existing front Desk Technologies. 01 – Automated check-in / check-out 02 – PMS (Opera) 03 – PMS (Fidelio) 04 – Revenue Management System 05 – Saflok electronic locks 06 – Oasis 07 – Wishnet broadband service / express system 08 – Hotel information system / PMS 09 – Comanche 10 – TrustYou 11 – Nor1 12 – Sofware designed by inhouse IT team 13 – HostelSystem 14 – Pyxis Hotel Mgt System 15 – HOTSOS

16 – WINPAC 17 – eZee Centrix Hotel Channel Mgt System 18 – Butler App 19 – Handiphones 20 – Hotelogix 21 – E-concierge 22 – Auto taxi booking app 23 – Micros 24 – MS Excel 25 – Charts 26 – OnQ 27 – Digital key 28 – PMS eNtero 29 – PMS Pyxis 30 – PMS Epitome

Needed technologies in front desk operations The median among the responses on the number of needed front desk technologies among the Singapore hotels participating in this study is 1. Mean number of needed front desk technologies is 1.8. See Table 4.

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Table 8. Needed Front Desk Technologies. 01 – Automated check-in / check-out 02 – PMS (Opera) 03 – PMS (Fidelio) 04 – Revenue Management System 05 – Saflok electronic locks 06 – Oasis 07 – Wishnet broadband service / express system 08 – Hotel information system / PMS 09 – Comanche 10 – TrustYou 11 – Nor1 12 – Sofware designed by inhouse IT team 13 – HostelSystem 14 – Pyxis Hotel Mgt System (PMS) 15 – HOTSOS 16 – WINPAC

17 – eZee Centrix Hotel Channel Mgt System 18 – Butler App 19 – Handiphones 20 – Hotelogix 21 – E-concierge 22 – Auto taxi booking app 23 – Micros 24 – MS Excel 25 – Charts 26 – OnQ 27 – Digital key 28 – PMS eNtero 29 – Electronic door lock 30 – PMS Epitome 31 – MYOB 32 – PMS Loventis

Table 8 with all the items from 1 through 32 having been highlighted indicates that the hotel respondents in the overall needed all these technology types. One or two of these front desk technologies was/ were needed by each hotel respondent. Number of F&B outlets inside the hotel The median number of in-house F&B outlets is 1. The mean is 2. See Table 4. This variable has been used for possible correlation with technology-related variables. See later discussion. F&B staff headcount Median F&B staff headcount falls within the 1 to 20 range. The mean is 12.2 F&B staff headcount range. See Table 4. This variable has been used for possible correlation with technology-related variables. See later discussion.

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Existing F&B technologies The median number of existing F&B technology among the Singapore hotels that responded to the survey in this study is 1. Taking out the no-answer category in the above table, the mean is 1.4 existing F&B technologies. See Table 4. Table 9. Existing F&B Technologies. 01 – Ordering tablet 02 – RMIS 03 – Revel 04 – Kitchen automated stock order 05 – Micros 06 – Raptor POS

07 – Posiflex POS equipment 08 – Respak reservation system 09 – Symphony software 10 – Self-ordering kiosk 11 – Queue management system

Needed F&B technologies The median number of needed F&B technologies is 1. The mean number of needed F&B technology is 1.3. See Table 4. Table 10. Needed F&B Technologies. 01 – Ordering tablet 02 – RMIS / POS 03 – Revel 04 – Kitchen automated stock order 05 – Micros 06 – Raptor POS 07 – Posiflex POS equipment

08 – Smart Bartender Machine 09 – Automated stock / kitchen ordering 10 – Room service robot 11 – PDAs 12 – Online food ordering 13 – Website

Table 10 shows that a number of the hotel respondents needed 9 technology types (highlighted), each one indicating 1 to 1.3 types per hotel. Open-ended question Only 7 of hotel respondents wrote answers to the last question that was open-ended, to wit: “Suggestions to improve productivity, efficiency, and use of technology in general.” Their replies are enumerated verbatim below. - 192 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

• Automatic check-outs as opposed to check-ins are important for first impressions, • Food vending machines, • Some OTA’s book yet guests do not turn-up, • Staff lifts, KOT (kitchen order token), • See Chat: It connects businesses to customers directly. It’s like Whatsapp but for customers and businesses, • Automated systems, • Micros sometimes lag. Everything is fine. There is no conclusive pattern from these comments. However, it can be noted that these responses express a need to acquire added technology types in existing hotel operations although the comments are only few. CORRELATIONS Nonparametric statistic for correlations, Spearman’s rho, was used to examine any significant relationships among variables. Strong correlations (above 0.500) were evident between the size of hotels in terms of number of rooms as well as staff headcounts in total and departmental (housekeeping, front desk, and F&B). The same high correlation coefficient was verified between number of managers and hotel headcount, which is logical. Moderate positive correlations (0.400 to 0.500) were observed between hotel age and number of rooms. However, a modest negative correlation (-0.300 to -0.39) occurred between hotel location and number of rooms as well as number of managers. This indicates that there are more rooms and managers in the CBD hotels than those outside the CBD. It was noted that there are moderate correlations between existing interdepartmental technologies. Similarly, such moderate correlations were seen within internal departmental technologies vis-à-vis their own need for more technologies. - 193 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

“Expected” occupancy rates were asked of the respondents instead of asking them about their “current” occupancy rates, the reason being that hotel personnel tended to be discrete about this performance measurement. So, the word, “expected” was less intimidating however it was a reasonable indicator of what the hotels are able to achieve on the average. Modest correlations or relationships were evident between expected occupancy rates and hotel room numbers as well as staff headcount. Slight associations (correlation coefficients of 0.200 to less than 0.300) were apparent between existing and needed housekeeping technologies vis-à-vis number of managers. Modest negative correlations were observed between hotel location vis-à-vis number of managers as well as number of hotel F&B outlets. This indicated that in a moderate sense, the CBD-based hotels tend to have more in-house F&B outlets with more managers in the various hotel sections. Location of hotels and most technology-related variables had slight, negative correlations that might point out that in a small degree CBD hotels tended to appreciate or need technologies than those outside the CBD area. Notable in this study was the general observation that the correlations related to technology did not show high or even moderate values in both the positive as well as inverse directions. Table 11 shows the significant correlation coefficients derived from this study, in descending order.

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Table 11. Significant Spearman’s Rho (Correlation) Values (correlations arranged in descending order). Variable

Variable

Spearman correlation

Significant positive correlations Staff positions and manager

Manager-non-manager designations

0.895

Hotel staff headcount

Housekeeping staff headcount

0.620

Hotel staff headcount

Housekeeping staff headcount range

0.620

Number of managers

Hotel headcount

0.607

Number of F&B outlets

Number of rooms

0.570

F&B staff headcount

Number of F&B outlets

0.558

Number of managers

Front desk staff headcount

0.540

Number of managers

F&B staff headcount

0.540

Number of hotel rooms

Number of managers

0.512

Front desk staff headcount

Housekeeping staff headcount

0.502

Number of existing housekeeping technologies

Number of existing front desk technologies

0.467

Number of existing front desk technologies

Number of needed housekeeping technologies

0.467

Number of rooms

Gront desk staff headcount

0.457

Number of managers

Housekeeping staff headcount

0.456

Number of managers

Housekeeping staff headcount range

0.456

Hotel establishment age

Number of hotel and lodging property rooms

0.429

Number of F&B outlets

Number of existing F&B technologies

0.426

Number of existing F&B technologies

Number of existing front desk technologies

0.407

Hotel staff headcount

Front desk staff headcount

0.402

Number of rooms

Housekeeping staff headcount range

0.396

Number of F&B outlets

Hotel establishment age

0.376

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Number of F&B outlets

Number of managers

0.364

Number of needed housekeeping technologies

Number of existing housekeeping technologies

0.356

Number of needed F&B technologies

Number of needed housekeeping technologies

0.356

Expected occupancy rate

Hotel staff headcount

0.349

Expected occupancy rate

Number of managers

0.345

Number of rooms

Hotel staff headcount

0.343

Number of needed front desk technologies

Number of needed housekeeping technologies

0.332

Number of front desk staff headcount

Number of F&B outlets

0.330

Number of rooms

Expected occupancy rate

0.244

Number of managers

Number of existing housekeeping technologies

0.244

Number of managers

Number of needed housekeeping technologies

0.213

Significant negative correlations Number of F&B outlets

Hotel location

- 0.408

Number of rooms

Hotel location

- 0.363

Number of managers

Hotel location

- 0.316

Location of hotels and most technology-related variables = slight, negative correlations

IMPLICATIONS It was this study’s aim to explore the extent of use of the latest technology in Singapore hotels. Advanced hotel-related technologies in other countries (Seric et al., 2011; Terry et al., 2016; O’Dell, 2016) are in the overall also available in Singapore, i.e., mobile technology, operations automation, software technologies, and robotics (Wong, 2010, Hotel industry story bank, 2016). However, based on the responses of this study’s respondents, the notable gap - 196 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

between the existing number of technologies and the perceived needed number of technologies, particularly in the rooms divisions (housekeeping and front desk), all suggest that in the overall there are technology types that the hotels are aware of but Singapore hotels have not yet adopted. Moreover, the latest technology types indicated above are only present in a few hotels. The greater majority still uses ordinary or relatively traditional technologies. In the housekeeping departments, there were 24 technology types that were in the questionnaire list and mentioned by the respondents that already existed in their hotels. The summary of technology items that these respondents need, in aggregate although not necessarily individually, includes automatic bed bugs eliminator, auto door-lock, centralized air-conditioning, Uber desk, tablet service, self kiosk check-in, Hotelogix (cloud based), automated minibar, money changer system, iPad services, ordering software, television, walkie-talkie, automated check-in, washing machine, and electronic key card. In the front desk departments, all of the 30 technology types in the questionnaire list were needed in the overall. And 2 technology types, namely MYOB and Loventis PMS were mentioned needed by a number of hotel respondents. In the F&B departments, there are 6 technology types needed, as follows: smart bartender machine, automated stock/kitchen ordering, room service robot, PDAs, online food ordering, and website. This goes to show that housekeeping requires the most number of technology types, followed by F&B and then front desk departments. Corollary to this, there is an apparent consistency in the need for technology use across the different hotel departments. This trend is also true for the similarity in extent (in terms of number) of use of technology between departments. This pattern further supports the observation that there is a favourable awareness of technology use in the Singapore hotels being studied and the desire of the staff to acquire more technology types for operational use. - 197 ÂŠÂ CirVath - les Cahiers Internationaux du Tourisme - nÂ° 9

Nonetheless, further review of global information points out that the Singapore hotels are not that advanced and extensive compared to their counterparts in other countries, e.g., use of intelligent technologies and robotics (Terry et al., 2016; O’Dell, 2016). Existing literature ascertained that use of technology is associated with productivity improvement, quality service and corporate branding (Sirdeshmukh et al., 2002, as cited in So et al., 2013; Delgado-Ballester and Munuera-Alemán , 2001, as cited in So et al., 2013; Khemthong and Robers, 2006, Ansel and Dyer, 1999, as cited in Koutroumanis, 2011; Jin-Zhao and Jing, 2009; Garver, 2002; Siguaw and Enz, 1999, as cited in Koutroumanis, 2011; David, 2009; Piccoli, 2008; Harrison and St. John, 2008, as cited in Koutroumanis, 2011; The Business Times, 2013, as cited in AsiaOne.com, 2017). Confirming the relationship between the use of technology and these organisation goals therefore compels Singapore hotels to embrace more technology use. LIMITATIONS OF THE STUDY Having observed relatively significant findings and although the research has attained its objectives, the researchers are aware of certain limitations in the conduct of this research. First, despite the good sample size, a number of respondents were reserved in answering all of the questions in the self-administered survey questionnaire, particularly the questions pertaining to the F&B section. This is presumably because most of the respondents were primarily from the rooms division of the hotels. The researchers therefore are aware that this might have some undetermined effects on the conclusiveness of the findings related to the F&B question items. The list of technology types was derived from current related literatures and through consultation with industry professionals involved in technology implementations some of whom were more software-oriented than anything else. This therefore resulted in - 198 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

a list although comprehensive but is perceived to be not yet that exhaustive. RECOMMENDATIONS AND FURTHER STUDIES Empirical evidences resulting from this present research and as surmised from the study of existing literature call for a proposed action. This descriptive study had persuaded the researchers to recommend hotel owners, managers, and hotel groups and associations to seriously consider adoption of the latest and more advanced technologies already assimilated in other countries. Support from industry associations, federation and the government could compel maximum responses without much reservation if there were a subsequent study. Hopefully, using this descriptive study as a benchmark paper, these groups could appreciate to pursue the many possible spin-off research undertakings. Besides related to technologies, a more extensive set of demographic data and information can be gathered about Singapore accommodation properties that could serve the industry in many useful ways. In-depth studies with the most possible exhaustive listing of technology types could be explored in the future. Moreover, a more thorough comparative research could likewise be conducted between Singapore data and those of other countries. Overseas data, models and trends may help serve as ideal benchmarks for Singapore to embark on a clearer direction towards technology enhancement, albeit formulating a more purposeful and intentional technologybased modernization in the hotel industry. ACKNOWLEDGEMENT The researchers wish to acknowledge the following for taking up the effort to assist in floating the survey questionnaire: Aluthwala Chulanga Jayamani, An Byeongjun, Anuilakkiya Jayaprakash, Balaviswanathan Priyanka, Boldbaatar Odonchimeg, Chauhan - 199 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Akshit, Chioh Pei Xuan, Chuang Yan Kit, Damdin Otgontsetseg, Dana Peliandry, Delhaye Alexia Jacqueline Christiane, Dapana Durage Rasanga Priyansara, Dias Shawn Savio, Gudovic Lazar, Gurpreet Kaur, Hariganesh Rahul, Jenna Moubarak Kelly, Kalansuriya Yasmi Lalanga, Kamta Jirawan, Karunawantha Mudiyanselage Rajitha Lakmal, Lee Ho Yuen, Lim Chun Chieh, Lkhagvajav Zoltsetseg, Lung Wang Lok, Mekar Melati Mewangi, Menaria Rahul, Nammuni Arachchige Shiran Manoj Darshana, Nguyen Bach Duong, Nguyen Thi Thuy Trang, Nicholas Roche Joseph Jesunesan Roche, Nishshanka Bamunu Arachchi Appuhamilage Ravi Dilruk Nishshanka, Oyuntsatsralt Telmen, Rajdeep Kaur Bajwa, Rathnayake Mudiyanselage Prasanga Manjula Rathnayake, Rathnayaka Mudiyanselage Samantha Rathnayaka, Reina Arfan Lie, Rengaraj Deevan, Saravanan, Senthurpandi Karthik, and Tran Thi Cham Anh. Without your help, the researchers would not be able to complete such daunting task. Special gratitude also goes to Dr. Amy Wong who provided her generous inputs to this study. GLOSSARY ASEAN

Association of Southeast Asian Nations.

Auto doorlock

Automatic door lock; normally goes together with electronic key mechanisms, either powered electrically or electronically.

Auto taxi booking app

Mobile device software applications that facilitate quick and instant communication to call forth taxi services.

Automated bed linen removals

Soiled bedding removal system, an industrial vacuum system designed to transport moist soiled bedding and materials from cage wash to a disposal container.1

Automated check-in / check-out

Check-in and check-out automation that could be self-service at the lobby of a hotel or online using desktop computers or mobile devices.

Automated minibar

Minibars infused with digital and wireless technologies that make them much more user-friendly and efficient for both hoteliers and their guests; may indicate if and when minibar items are taken out.2

Automated stock / kitchen ordering

Automated system that uses software application that prompts staff responsible for stock monitoring if and when stocks are running out and may electronically sends a message to suppliers for an order to delivery specific kitchen items like ingredients and even tools.

Automated vacuum cleaners

Vacuum cleaners that are electrically operated, remotely, or by battery.

Automatic Devices with built-in digital thermostat control pre-set to heat a bed bugs eliminator hotel bed to get rid of bed bugs and kills their eggs.3 Butler App

Software application operated on a desktop computer or mobile device that secures food delivery orders whether inside the restaurant, a hotel and/or virtually anywhere else.

C2C

Customer-to-customer.

CBD

Central business district.

Centralised air-conditioning

Air-conditioning system that provides cool air normally in a building that originates from a common source.

Charts

Charting software that shows several data series of charts and displays text defined.4

Comanche

Remote monitoring and control system that communicates the right information to the right person at the right time, automatically without requiring the attention or time of the personnel, automatically notifies via facsimile and/or text pagers in a sequence that can be determined by the user.5

Company emails

Electronic mails used for internal and external communication using Internet connections.

CRM

Customer relationship management.

Demodifier

Dehumidifier, an appliance for removing moisture from the air, as for lowering the humidity in a storage room.6

Digital key

Electronic key.

E-attendance

Electronic attendance comes in the form of bar code system, optical identification, or any other forms.

E-concierge

Virtual within mobile application that provides special services for guests like arranging tours and theatre tickets.

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E-housekeeper

Electronic housekeeper is an affordable wireless environmental console that makes buildings smart, while saving energy and money and cutting CO2 emissions.7

E-rostering

Electronic staff management tool used to plan staff requirements, report on enhanced hours, overtime, sickness, and annual leave, among others.8

elearning

Electronic learning, Internet-based learning.

Electronic door lock Automatic door lock. Electronic key card

Automatic key card that goes with electronic door lock.

Excel sheets

Microsoft or MS Excel.

eZee Centrix Hotel Channel Mgt System

Online hotel channel manager that automates the process of online rates and inventory distribution, managing overbooking and mismatched inventory.9

ezi maid

Brand of a bed lifting system.

F&B

Food and beverage.

Fax machine

Facsimile machine.

GDS

Global distribution system.

Handiphones

Remote phones that have normally 50 yards efficient distance.

HostelSystem

System that provides user-friendly hostel management software enabling management of guests, reservations and similar guest support.10

Hotel information system / PMS

Software application with an exhaustive coverage including front office, sales and marketing, planning, reporting, and others.

Hotelogix

Hotel management software that automates hotel operations involving channel management, booking, and front desk functions.11

Hotelogix (cloud based)

Hotelogix services accessible from the Internet through tools and applications rather than a direct connection to a server.

HOTSOS

Computer software for full-service hotels that manages the guest request or complaint process, service order tracking and preventive maintenance scheduling while reducing costs.12

ICT

Information communications technology.

IDD

International direct dialling.

IDS

Internet-based distribution system

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Ionizer

An electrical device that puts negative ions into the air in a room in order to make the air fresher and healthier.13

Ipad

Mobile device, a tablet, that normally does not have the telephone function like a cell phone.

Information technology.

Kitchen automated stock order

Micros

Systems software for hospitality services related to restaurant point of sale, hotel, specialty retail markets and other markets.14

Money changer system

Automated system that replaces a person who buys and sells currency.

Motorized maid trolleys

Automated housekeeping trolleys.

MS Excel

Software application by Microsoft for spreadsheets used normally by hotels for database and accounting tasks.

MYOB

Accounting software application stands for "Mind Your Own Business".

Nor1

Pricing and merchandising technology solution provided for by Nor1, Inc.15

Oasis

A brand of a property management system.

Online food ordering

Software and hardware system that enable guests to order food via the Internet.

OnQ

A brand of a hotel property management system.

Optikeeper

Housekeeping solution or system for the housekeeping department that aims to cut cost, increase housekeeping productivity and efficiency.

Ordering software

Software used on devices, usually mobile devices, to order food in F&B outlets.

Ordering tablet

Mobile device, a tablet, used for ordering food in a restaurant.

Passport scanner

Device used to scan passports of hotel guests.

PDA system, PDAs

Palmtop computer, stands for "Personal Digital Assistant".

PMS

Property management system.

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PMS (Fidelio)

A brand of a hotel property management system.

PMS (Opera)

A brand of a hotel property management system.

PMS eNtero

A brand of a hotel property management system.

PMS Epitome

A brand of a hotel property management system.

PMS Loventis

A brand of a hotel property management system.

PMS Pyxis

A brand of a hotel property management system.

Posiflex POS equipment

Point of sale system equipment with the "Posiflex" brand.

Printer

Computer peripheral that prints hardcopies of digital texts, graphics, and similar contents.

Pyxis Hotel Mgt System

A brand of a hotel property management system.

Queue management system

System that includes hardware and software that manages queues of people waiting, normally like for turns to be called to be served.

Raptor POS

Brand of point of sale service from a company that provides solutions also for retailing, customer relationship management, and other hospitality system (raptorpos.com).

ResPak reservation system

System that contains tools for reservation management, Internet reservations, table management, customer relations management, marketing and loyalty programmes.16

Revel

Food and beverage management system that includes software and hardware tools.

Revenue Management System

System that can be supported by concepts, structures, procedures and sofware applications that aims to maximise hospitality establishments' sales, pricing, costs, and profits.

REX

A housekeeping room assignment and prioritisation tool that turns guests rooms faster with maximum cost efficiency.17

RFID

Radio frequency identification.

RMIS

Restaurant Management Information System

RMIS / POS

Restaurant Management System / Point-of-Sale System

Robotics

Technology dealing with the design, construction, and operation of robots in automation.18

Room service robot

Robot that brings up food ordered by guests to their rooms and may subsequently collect soiled cutleries.

Saflok electronic locks

Electronic locks with the Saflok brand (www.saflokstore.com).

Self kiosk check in

Machine at a hotel lobby that takes guests' information needed for checking in for room accommodation in the hotel.

Self-cleaning toilets

Toilets that has electronically-run capability to clean them to be ready for use of new room guests.

Self-ordering kiosk

Small physical structure often including a computer and display screen that displays information and provides order services for people walking by.19

Smart Bartender Machine

Electrically powered bar dispenser that uses touch technology and normally portable.

STB

Singapore Tourism Board.

Symphony software

Free office suite for Windows and Linux from IBM. Introduced in 2007. Containing word processor, spreadsheet and presentation graphics applications, Lotus Symphony natively supports the OpenDocument format and also imports Microsoft formats.20

Tablet service

Mobile device normally does not have the telephone function like a cell phone.

TrustYou

Guest feedback computer platform that collects and analyses feedback from over 3 million guest reviews, surveys and social posts to improve and market hotels internationally.21

Uber desk

Taxi service desk in the hotel manned by Uber, an online taxi booking company.

Walkie-talkie

Portable radio with transmitter and receiver capabilities.

Wifi

Popular wireless networking technology that uses radio waves to provide wireless high-speed Internet and network connections.22

WINPAC

Type of property management system that has connectivity with PABX (private automatic branch exchange).23

Wishnet broadband An Internet service that is normally faster than the usual one. service / express system

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MAXIMIZING BIGSKY IN THE EFFICIENT DELIVERY OF THE EVENT MANAGEMENT COURSE IN INTERNATIONAL HOSPITALITY MANAGEMENT

Maria Paz A. CASTRO*

ABSTRACT As part of the innovation breakthrough goals of De La SalleCollege of Saint Benilde or Vatel Manila, the online learning management platform Moodle was replaced by BigSky in January 2016. The research was conducted by the author during the 2nd Term of academic year 2016-2017. A quantitative method examined how BigSky can be maximized in establishing a blended learning environment for students studying Event Management in a higher education context. The respondents were selected based on their knowledge of the subject matter and pedagogical expertise. The results of the study identified the strengths and best practices that can be utilized in this platform in the effective delivery of the subject Event Management, and eventually, other international hospitality management courses in Vatel Manila. Keywords: Learning management system, Event management, International hospitality management. * De La Salle-College of Saint Benilde / Vatel Manila

INTRODUCTION Higher education institutions such as Vatel Manila are striving to provide effective learning experiences to address the needs of the digitally-oriented generation of learners. Blended learning had emerged as one of the solutions to address these needs. The use of learning management systems (LMS) had been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS was how the stakeholders adopted and perceived this learning tool (Emelyanova, N. and Vonorina, E., 2014). However, designing, developing, teaching, and assessing an online course effectively was often a challenge. Many instructors were new to online teaching and needed orientation and training for their own readiness. The study aimed to investigate on how the learning management system, BigSky, can be maximized in the delivery the Event Management course which is part of the International Hospitality Management Program of Vatel Manila. The data gathered was used to develop a courseware model on Event Management that will meet the needs of event management students. Likewise, it identified the strengths and the best practices in utilizing the platform for the effective delivery of the course. The importance of the research was the number of benefits it will bring to following: the School of HRIM of Vatel Manila, the faculty teaching the Event Management course, the students enrolled in Event Management, and future researchers. The courseware produced may also be used as a template for the other courses offered in the International Hospitality Management program.

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REVIEW OF RELATED LITERATURE Blended Learning and Its Advantages and Disadvantages According to Tshabalala et al (2014), the concept of blended learning was derived from two words, blend and learning. The word blend meant combining things and learning denoted an assimilation of new knowledge. Several studies had been conducted on blended learning yet there was still an absence of a universal definition. Hence, this study adopted the definition of blended learning used by Tshabalala et al (2014) which was, “the mixture of traditional delivery including: lectures, group discussions, apprenticeships and experiential learning, together with e-learning methods, which accommodate various learning needs of a diverse audience in a variety of subjects.” Higher education institutions had been striving to provide effective, flexible and accessible learning experiences to address the needs of a new generation of students who has keen interest in using technology in learning. Mswazi Tshabalala et al (2014) cited Oblinger and Roberts (2003) respectively when they described this new generation of students as those who displayed technologyinfluenced aptitude, attitudes, beliefs and sensitivities; and those who defined technology broadly, beyond the computer and the internet, which included the ability to adapt technology to meet individual needs. Thus, these students challenged academicians to utilize innovation in their delivery approaches. As discussed in Tshabalala’s study (2014), the blended learning approach offered advantages to the academic staff such as accessibility of information, universal connectivity, which enabled the formation of communities of inquiry and innovative teaching strategies. On the part of the students, Tshabalala (2014) cited Singh in explaining that blended learning allowed students to engage in learning outside the confines of the classroom; with synchronous tools, such as web conferencing, Skype and group chats, and asynchronous tools that included discussion boards, blogs and social networking sites. - 215 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

Despite these advantages, potential challenges for students and faculty were also noted in the literature. King and Arnold’s study (2012) enumerated these challenges. First were the struggles with technology that usually occur in the opening weeks of a course. Students needed to ensure they have the knowledge and accessibility to resources necessary to be successful with the online components. Second, students may experience a lack of motivation to complete coursework which can come from trouble with time management during the weeks the class does not meet in person. Lastly, students in blended courses may have an unreasonable expectation that meeting less means less work. On the other hand, faculty needed to be prepared for the initial time commitment involved in preparing a blended course. Sometimes a complete course redesign was necessary which can require extensive time and resources on the professor’s part. Some professors’ teaching identities were linked to lecturing or face-to-face interaction with students, and they may fear losing control in an online environment or of losing their lecturing identity. Learning Management Systems Teaching and learning through learning management systems (LMS) seemed to be initially intended for distance education which was reasonable because online studies was the only way to acquire knowledge if you are far away from the learning environment. However, their usage may be extended to support face-to-face and blended delivery. With diminishing number of contact hours plus the need to develop the learning skills of students, the demand for using technology had been increasing. Technology allowed learners to perceive information at their own pace, and for teachers it had become a valuable tool to provide an individual approach and improve their existing teaching practices in general. Obviously, there were a lot of learning patterns and every student had their own ways of perceiving knowledge that cannot be effectively catered for in the classroom settings, so technology enhanced learning, met - 216 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

different interests, and resulted in successful learning outcomes. Thus, educational institutions had been striving to provide faculty with LMS and encourage its effective use (Emelyanova, N. and Vonorina, E., 2014). Srichanyachon, N. (2014) pointed out that a learning management system had five advantages for educational institutions and these were: (1) Centralized learning - all types of content were available to individuals 24/7 from any location with web access. Multiple users accessed the LMS at any given point in time. (2) Tracking and reporting for enhanced performance - the LMS allowed organizational users to view a required learning path, track progress against the learning path, review records of success, and register for additional courses. (3) Immediate capabilities evaluation - the LMS allowed users to be evaluated prior to taking a course, while participating in the course, and upon course completion. Students can review their performance based on the tests and quizzes conducted by the professors. (4) Easy upgradation of content, product information to maintain the flow of E-learning – the LMS provided a central point for organizations to change product descriptions, specifications, requirements, forms, and allowed the easy uploading of new product or service information. In institutions, professors can keep upgrading new content on the LMS, for students to read, understand and proceed further while learning. (5) LMS simplified learning processes – LMS was easy to use and when instructed very well, a new user is able to use it easily. LMS accommodates various features- documentation and administration, recording and tracking events and programs, classroom learning, to name a few. As discussed by Srichanyachon, N. (2014), LMS or Learning Management System was a software application or web-based technology which had become a powerful tool for conducting an e-learning environment. The software application provided a delivery infrastructure that enabled e-learning to be effective. It can be used to manage curriculum, training materials, and evaluation - 217 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

tools. It can also be extended with modules for tracking learning activities and results such as assignments, quizzes, grading. LMS was showing its potential as a very viable tool in learning inside and outside a classroom. It can either create online courses or support face-to-face teaching and learning in an engaging manner. There were various aspects to be considered when adopting LMS to introduce e-learning in a traditional course. Previous studies were cited such as Nanaykkara (2007), who said that e-learning adoption may be framed around three key factors: individual, system, and organization; and each key factor subsumes other intertwined subfactors. The study of Sun, Tsai, Finger, Chen, and Yeh (2008) was also cited wherein six dimensions were used to assess the adoption’s factors, including student dimension, instructor dimension, course dimension, technology dimension, design dimension, and environment dimension. As further emphasized by Srichanyachon, N. (2014), the advantage of having an LMS system was that it gave teachers the ability to process knowledge easier and better. Nevertheless, the knowledge on how students think about using LMS as a learning tool was not very much known. Although students may have contact with the Internet and computers, it did not mean that they were really aware of the impact of LMS used to improving their learning performance. Therefore, understanding of users’ perceptions of LMS will increase assurance towards its utilization. Vatel Manila’s Adoption of BigSky Last 2015, Br. Dennis Magbanua FSC, the President of De La Salle-College of Saint Benilde or Vatel Manila, started the Strategic Initiative 13 focusing on learning that is accessible anytime and anywhere through the Virtual Learning Space. At the beginning of the academic year 2016-2017, the College in coordination with the Center for Instruction, Research, and Curriculum Educational Technology (CIRC-EdTech) office officially released the more innovative and inclusive school system for education: BigSky. - 218 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

BigSky is a system that is powered by Brightspace, an online classroom system with features such as online quizzes, assessment, grade consultations, and availability of downloadable lectures. The name BigSky was developed as a branding initiative of the College and was derived to represent the sky which is limitless and borderless. It exemplified the main objective of the LMS which is to be accessible to all Benildeans. The brand name itself is a reflection of the philosophy of strategic initiative 13: whoever, wherever, and whenever. METHODOLOGY The method used in conducting this research was quantitative. The validated instrument contained six parts: 1) Attainment of Objectives, 2) Accuracy of Content, 3) Originality, 4) Clarity, 5) Appeal, and 6) Use of Learning Management System or BigSky. A Likert scale of 1 (Strongly Disagree) to 5 (Strongly Agree) was used to rate the above criteria. A “Comments” section was also included for additional inputs from the respondents. The statistical treatment of the data used was the mean. Purposive sampling, a method based on selecting individuals as samples according to the purpose of the study, was employed. The respondents consisted of faculty, industry practitioners, and education technology coaches. RESULTS AND DISCUSSION Profile of Respondents Purposive sampling was used in this research, which is a method based on selecting individuals as samples according to the purpose of the study. Table 1 below is the summary of the evaluators which consisted of six members of the academe.

Table 1. Profile of Respondents. Number of Years in Position

Evaluator

Position

Affiliation

Fulltime Faculty Program Chair

De La Salle-College of Saint Benilde

9 2

Fulltime Faculty

De La Salle-College of Saint Benilde

Fulltime Faculty Head-Educational Technology Office

De La Salle-College of Saint Benilde

15 9

Fulltime Faculty Technology Coach

De La Salle-College of Saint Benilde

2 1

Events Officer

Philippine International Convention Center De La Salle-College of Saint Benilde

Part-Time Faculty 6

Events Officer Part-Time Faculty

The evaluators were chosen based on their respective credentials: as faculty teaching Event Management and other management courses in the International Hospitality Management (Evaluator 1 and 2); based on competence as Educational Technology Coaches (Evaluator 3 and 4); and as active practitioners in the Events Industry and at the same time teaching Event Management on a part-time capacity (Evaluators 5 and 6). Survey Results. The modules were evaluated based on attainment of objectives, accuracy of content, module originality, clarity, appeal, and use of learning management system or BigSky. Mean score rating and standard deviation based on a 5-point Likert scale (1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree and 5 = Strongly Agree) of the modules are summarized on Tables 2 to 7.

Table 2. Attainment of Objectives.

Evaluator

Objectives are measurable and include specific information about what the student will be able to do

Objectives reflect high levels of cognition according to Bloom’s Taxonomy

The objectives listed are realistic given the time and level of the target audience

The learning objectives are of interest to the learner

Mean Score Standard

4.16

5.0

4.5

Deviation

0.75

0.0

0.54

0.83

Table 2 represented the results of the attainment of objectives with the following criteria: (1) Objectives are measurable and include specific information about what the students will be able to do, (2) Objectives reflect high levels of cognition according to Bloom’s Taxonomy, (3) The objectives listed are realistic given the time and level of the target audience, and (4) The learning objectives are of interest to the learner. Each of the criteria received a mean score of 4.16, 5.0, 4.5, and 4.5 respectively. The standard deviation of 0.0 to 0.83 showed homogeneity of responses from subject matter and experts which meant that they more or less agreed in their responses.

Table 3. Accuracy of Content.

Evaluator

The material is Technical pedagogically Appropriate The material soundness sound and grammar, provides logical spelling, quality (i.e. technology appropriate value and works to learning of language accuracy as intended) and inquiry are used is manifested process

Mean Score Standard

Deviation

0.0

Table 3 represented the results of the accuracy of content with the following criteria: (1) The material is pedagogically sound and appropriate to learning and inquiry process, (2) The material provides logical value and accuracy, (3) Appropriate grammar, spelling, quality of language are used, and (4) Technical soundness (i.e. technology works as intended) is manifested. Accuracy of content received the highest rating with each criterion getting a mean score of 5 and a standard deviation of 0.0.

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Table 4. Originality. Evaluator

Concepts and skills are presented in new ways

Other concepts and skills are integrated into the new concept

Mean Score Standard

4.83

4.66

Deviation

0.40

0.51

Table 4 represented the results of the originality of the modules with the following criteria: (1) Concepts and skills are presented in new ways, and (2) Other concepts and skills are integrated into the new concept. Each of the criteria received a mean score of 4.83 and 4.66 respectively. The standard deviation of 0.40 to 0.51 indicated homogeneity of responses from subject matter and experts which meant that they more or less agreed in their responses.

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Table 5. Clarity.

Evaluator

Short Expected paragraphs, Visual analysis short sentences, presentations Instructions outcomes and simple are are are defined words render of high quality understandable clearly the material and completely to be clear

Mean Score Standard

4.83

Deviation

0.0

0.40

Table 5 represented the results of the clarity of content with the following criteria: (1) Short paragraphs, short sentences, and simple words render the material to be clear, (2) Visual presentations are of high quality, (3) Instructions are understandable, and (4) Expected analysis outcomes are defined clearly and completely. The first criterion received a mean score of 5 while the second to fourth criteria received 4.83 respectively. The standard deviation of 0.0 to 0.40 showed homogeneity of responses from subject matter and experts which meant that they more or less agreed in their responses respectively.

Table 6. Appeal.

Evaluator

The material catches and sustains the students’ interest

The initial paragraphs are motivating

The material has applications of theoretical concepts to daily life

Use of multimedia aims to increase the appeal of the material to the reader

Mean Score Standard

4.5

4.66

Deviation

0.83

0.54

0.51

0.0

Table 6 represented the results of the appeal of content with the following criteria: (1) The material catches and sustains the students’ interest, (2) The initial paragraphs are motivating, (3) The material has applications of theoretical concepts to daily life, and (4) Use of multimedia aims to increase the appeal of the material to the reader. Each of the criteria received a mean score of 4.5, 4.5, 4.66, and 5 respectively. The standard deviation of 0.0 to 0.83 indicated homogeneity of responses from subject matter and experts which meant that they more or less agreed in their responses.

Table 7. Use of Learning Management System (BigSky). BigSky demonstrates an inclusive learning environment that promotes respect and caters to learner diversity

Evaluator

The use of BigSky provides opportunities for active engagement

BigSky gives students the opportunity to reflect on their own performance

BigSky assists in building connections with the content, with peers, and with the instructor

Mean Score Standard

4.5

4.83

4.16

Deviation

0.83

0.40

0.98

Table 7 represented the results of the use of BigSky or the Learning Management System with the following criteria: (1) The use of BigSky provides opportunities for active engagement, (2) BigSky gives students the opportunity to reflect on their own performance, (3) BigSky assists in building connections with the content, with peers, and with the instructor, and (4) BigSky demonstrates an inclusive learning environment that promotes respect and caters to learner diversity. Each of the criteria received a mean score of 4.5, 4.83, 4.83, and 4.16 respectively. The standard deviation of 0.40 to 0.98 showed homogeneity of responses from subject matter and experts which meant that they more or less agreed in their responses. To supplement the survey, a “Comments” section was added to give the respondents the opportunity to further explain their evaluation and to make suggestions. Some of the comments from the - 226 © CirVath - les Cahiers Internationaux du Tourisme - n° 9

evaluators were the inclusion of grading rubrics, revising learning objectives to be more observable, and adding of video instructions on BigSky. CONCLUSION The characteristics of the modules as an outcomes-based inquirybased learning courseware can be qualitatively classified as nearly outstanding. The accuracy of content received the highest rating of 5.0 which is outstanding. They were followed by clarity, originality, appeal, use of LMS, and attainment of objectives with mean scores of 4.87, 4.74, 4.66, 4.58, and 4.54 respectively. However, module modification and improvement still need to be done as suggested by the evaluators, more especially on the use of the learning management system. Addition of video instructions, the use of release conditions, more active engagement during class lectures, and encouraging peer critiquing, are among the suggestions that may be incorporated into the modules.

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Mai 2017

Centre International de Recherche Vatel en Tourisme et HĂ´tellerie