Creative Education
2012. Vol.3, No.5, 662-665
Published Online September 2012 in SciRes (http://www.SciRP.org/journal/ce) http://dx.doi.org/10.4236/ce.2012.35097
Copyright © 2012 SciR e s . 662
Waving Web in Tourism Higher Education—Case Study at
Tourism School of GUBS
Xuan Xiao, Jianhua Wu
Tourism School, Gu a n g dong University of Business Studies, Guang z h o u , China
Email: adelaxiao@126.com
Received August 6th, 2012; revised September 10th, 2012; accepted September 18th, 2012
Purpose: The purpose of this paper is to introduce some approaches to wave web in tourism higher edu-
cation, with analyses on key successful factors. Design/methodology/approach—The methods of investi-
gation used in this study include observation, in-depth interviews, survey and secondary data. Findings:
A comparison study indicates that virtual learning environment is a good solution to massive course load
in tourism higher education. The paper figures out three effective approaches based on Blackboard Sys-
tem, and KSFs of online implementation, such as instructor preparation, course development, instructor
accessibility, course monitoring and technology support. Originality/Value: This paper illustrates the
contribution of computer aided instruction and virtual learning environment to tourism higher education
through case study.
Keywords: Online Education; Tourism Higher Education; Approaches; Key Successful Factors; Case
Study
Online education in mainland China was initiated in 1990s,
and the market has witnesses a remarkable annual growth of
about 20% since 2004. In 2009, online education achieved a
market size of RMB 45.6 billion (US$7.15 billion) and 20 mil-
lion registered users, with higher education accounted for over
80%1. This paper is to introduce some approaches to wave web
in tourism higher education, with analyses on key successful
factors, through a case study of Tourism School of GUBS.
Introduction and Background
As a part of Guangdong University of Business Studies
(GUBS), Tourism School was founded in 1986, offering both
undergraduate and graduate programs. With an enrolment of
nearly 1,000 full-time degree candidates and 38 teachers, the
School is sub-divided into three departments: International
Tourism Department, Hospitality Management Department and
MICE Management Department.
Since GUBS adopted the Blackboard System in 2005, Tour-
ism School has cultivated one web-based course and 47 web-
enhanced courses, with over six thousand registered users ac-
cumulatively.
Literature Review
Since the commercialization of the Internet, Internet tech-
nologies have had profound impacts on learning industry. More
and more traditional institutions of higher education, universi-
ties and colleges, have realize the potential impact of these
technologies, and many of them are now beginning to develop
and deliver web-based courses (McCormick, 2000). Research-
ers have claimed that “nothing will protect the business school
from being swept into the current of technologically driven
change” (Ives and Jarvenpaa, 1996: p. 39; Lenzner and Johnson,
1997).
About the web applications in tourism higher education, a
review of literature was conducted to identify the problems and
issues most often encountered.
A lot of researches have been done to prove the effectiveness
of web-based courses compared to traditional classroom educa-
tion (Selim, 2003; Martins & Kellermanns, 2004; Ong, Lai, &
Wang, 2004; Pituch & Lee, 2006). Recent research suggests
that technology-mediated learning environments may improve
students’ achievement (Alavi, 1994; Hiltz 1995; Maki et al.,
2000; Schutte, 1997; Wetzel, 1994), their attitudes toward
learning (Schutte, 1997), and their evaluation of the learning
experience (Alavi, 1994; Hiltz, 1995). Technology may also
help to increase teacher/student interaction (Cradler, 1997;
Hiltz, 1995; Schutte, 1997), and to make learning more stu-
de n t- centered (Cradler, 1997). As the momentum of the change
by which academic practice is defined and implemented (Atton,
1996) is probably based on the new educational space created
by local and global information networks (Fowell & Levy,
1995).
The second hot issue is “instructor”. It is a great challenge to
find and train teachers to accommodate the new technologies
(Pietras, 1995). Also some scholars study the impact of in-
structors’ behaviors on web-based learning (Arbaugh, 2001;
Saunders, 2002).
The third most concerned issue is the evaluation of the effec-
tiveness of online education. In his paper Web-Based Virtual
Learning Environments: A Research Framework and A Pre-
liminary Assessment to Effectiveness in Basic IT Skills Training,
Gabriele Piccoli suggested an assessment framework of “per-
formance, self-efficacy and satisfaction”. (2001) Later, the
concept of TOM (Total Quality Management) was adopted in
the evaluation (Pan, 2012).
1Data Resource: iResearch China Online Education Research Report (2008-
2009). The fourth most prevalent issue to emerge focused on the use