Learning with companies (LeWiCo) through the use of Facebook in the context of vocational hospitality education & digital spa marketing
Isacsson, Annica (2016)
Linköping University Electronic Press
2016
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2016112216741
https://urn.fi/URN:NBN:fi:amk-2016112216741
Tiivistelmä
There is still lack of information on how to best implement social media in project col- laboration and tourism marketing education despite the fact that social media offer interesting intercultural learning opportunities and enriching learning environments. This article aims to describe an example of an international, collaborative learning pro- ject conducted on Facebook in the context of vocational hospitality education/spa marketing. The aim of the Facebook project was to enhance work-based pedagogy, and to construct flow in learning.
The article adopts a case study approach to describe in detail how Facebook was used to foster self-directed and co-constructive learning in a social environment.
The findings presented in the article are based on the postings of participating stu- dents in Facebook, and on teachers and project team reflections. Overall, the project was a success and led to the construction of a useful, current and engaging knowledge base in the context of spa marketing.
Moreover, the students appreciated the informal learning environment, and the
teachers learned how to enhance learning without suffocating the learning process with too many guidelines or information. The students learned how to collaborate in- dependently, and in pairs, and to take responsibility of their own learning.
The article adopts a case study approach to describe in detail how Facebook was used to foster self-directed and co-constructive learning in a social environment.
The findings presented in the article are based on the postings of participating stu- dents in Facebook, and on teachers and project team reflections. Overall, the project was a success and led to the construction of a useful, current and engaging knowledge base in the context of spa marketing.
Moreover, the students appreciated the informal learning environment, and the
teachers learned how to enhance learning without suffocating the learning process with too many guidelines or information. The students learned how to collaborate in- dependently, and in pairs, and to take responsibility of their own learning.