[id Project]

Sociology of Tourism

I designed a three-month course with 15 lessons for second-year bachelor’s students incorporating different learning strategies like face-to-face lectures, eLearning, and transformational learning. 

The face-to-face lectures focused on the nature of tourism, theories of sociology and critique of the development of tourism, allowing students to receive immediate feedback from the instructor. The eLearning lessons facilitated flexible, self-paced learning and review. Finally, the transformational learning enabled students to change their cognition of social situation of today by field trip learning activity.

Overview

Learner Analysis

Conducting Learner Analysis Through Surveys

Here is the example that I designed a pre-class diagnostic survey including multiple-choice and short-answer questions by using the Google Form. This survey was crafted to assess students' prior knowledge of the subject, learning preferences, attitudes toward the material, and perceived challenges. By ensuring the questions address critical aspects like familiarity with the subject, comfort with abstract ideas, and preferred learning methods, the survey served as a comprehensive tool to gather meaningful insights into the learner demographic.

Once I collected the responses, I analyzed the data to identify common themes, trends, and gaps. Quantitative questions, like multiple-choice items, provided measurable data, enabling me to determine patterns in confidence levels, learning preferences, or prior exposure to the subject. On the other hand, qualitative short-answer responses allowed me to explore individual perspectives and uncover unique challenges that students might face. For example, if a significant number of students indicated low confidence in handling complex ideas or expressed concerns about applying theories to real-world contexts, these findings highlighted specific areas that needed to be addressed during the course design.

Based on the analysis, I pinpointed problems and proposed tailored solutions. For instance, if students struggled with academic jargon, I might incorporate glossaries, visual aids, or simplified summaries into the course. If practical application emerged as a concern, I could include case studies, debates, and real-world scenarios in the curriculum. This learner-centered approach ensured that the course was designed not only to meet academic objectives but also to actively engage students, address their challenges, and create a supportive learning environment. 

Solution

First, the course was designed to prioritize the integration of sociological theories with real-world examples. 

• Case studies, such as the impact of tourism on communities like Venice or Bali, can illustrate abstract concepts like commodification or host-guest dynamics. 

• Simulations, multimedia presentations, or guest lectures by professionals in the tourism sector made theories relatable. Including discussions on current tourism-related social issues, such as overtourism or cultural appropriation, helps students see the relevance of sociological approaches to tourism.

Second, the course emphasized an interdisciplinary but structured approach to learning. 

• I organized the curriculum to gradually introduce concepts from complementary disciplines like economics or environmental science, while maintaining a clear sociological focus. 

• Weekly thematic units, such as "Tourism and Culture" or "Tourism and Sustainability,"  helped students compartmentalize and integrate ideas. 

• Incorporating collaborative group projects enabled students to approach tourism studies from multiple perspectives while working together to analyze the sociological implications.

Finally, experiential learning opportunities was the core part of the course design. 

• Field trips to local tourism destinations and virtual fieldwork through online platforms allowed students to observe and analyze sociological phenomena firsthand. 

• Practical assignments, interviewing tourists or creating a tourism impact assessment for a specific community, foster hands-on engagement. 

• Case-based assignments using documentary films and virtual reality tools provided immersive experiences. 

These methods not only deepen understanding but also enhance critical thinking and the application of sociological concepts to real-world tourism issues.

Learning Strategies & Theoretical Supports

Gamification

• Gamification leverages game elements like rewards, competition, and challenges to foster student engagement and motivation. 

• Theoretically, gamification is grounded in self-determination theory (Deci & Ryan), which emphasizes the role of intrinsic motivation in learning. For example, incorporating simulations where students earn points for analyzing sociological phenomena in tourism, such as identifying factors contributing to overtourism, aligns with this theory by providing autonomy, competence, and relatedness. 

• This approach encourages active participation and retention of complex sociological concepts while creating an enjoyable and rewarding learning environment.

Experiential Learning

• Experiential learning, based on Kolb's experiential learning theory, emphasizes learning through concrete experiences, reflection, and active experimentation. 

• In the sociology of tourism, this can involve field trips to local tourist destinations or virtual fieldwork assignments where students observe host-guest dynamics, cultural exchanges, or the environmental impact of tourism. 

• By engaging in real-world experiences, students progress through Kolb's learning cycle—experiencing, reflecting, conceptualizing, and experimenting—leading to deeper understanding and application of sociological theories to tourism practices.

Scenario-based Learning (SBL)

• Scenario-based learning (SBL) supports the learning process in the sociology of tourism by immersing students in realistic, context-rich situations that mirror the complexities of real-world tourism dynamics. 

• Rooted in constructivist learning theory, SBL emphasizes active engagement, where learners acquire knowledge by interacting with scenarios that require critical thinking, problem-solving, and decision-making. For example, students might be presented with a scenario involving overtourism in a cultural heritage site and tasked with proposing sustainable strategies while considering the perspectives of various stakeholders, such as local communities, tourists, and policymakers.

• This approach not only deepens theoretical understanding by applying sociological concepts like cultural commodification or host-guest relations but also develops transferable skills like ethical reasoning and collaboration. 

• SBL aligns with Kolb’s experiential learning cycle by enabling students to experience, reflect on, and conceptualize real-world problems, bridging the gap between theory and practice effectively.

Flipped Classroom

• The flipped classroom model, supported by constructivist theories of learning, repositions students as active participants in their education by shifting traditional lectures to pre-class materials, such as videos or readings. Class time is then used for interactive activities like discussions or group projects. 

• In a sociology of tourism course, this approach could involve assigning pre-class content on sociological theories and using class sessions for case studies or debates on issues like cultural commodification or sustainable tourism. 

• This model fosters active learning, peer collaboration, and critical thinking, enabling students to apply theoretical knowledge in practical contexts.

Transformational Learning

• Transformational learning theory, developed by Jack Mezirow, emphasizes critical reflection as a means of challenging and transforming learners' assumptions and perspectives.

• In the sociology of tourism, this approach can involve engaging students in reflective activities that examine their preconceived notions about tourism, such as the benefits of mass tourism or cultural authenticity. For example, students might reflect on how their own travel behaviors impact local communities or contribute to global inequalities.

• Through these reflective practices, students gain deeper insights into the ethical and sociological dimensions of tourism, fostering personal growth and a more critical worldview.

Process

Action Mapping

Visual Mockups