Abstract
Due to its service-oriented nature, Tourism and Hospitality Education relies heavily on experimental learning (EL) approaches, that focus on real-word challenges and can replicate future professional settings. In addition to simulation, project-based learning, fieldtrips and role-play, educators are looking for alternative and innovative strategies to enhance students' learning experiences and support the development of technical and high-level skills. Recognizing the importance of EL, and aiming to contribute towards its development, and support practitioners working in Tourism Higher Education, this chapter focuses on the development of a toolkit that supports activities within this scope. Drawing from a literature and best practice review and their experience, the authors expand on Kolb's experiential learning cycle's model to frame the toolkit's principles and key concepts and describe its creation process, the target audience, and overall sections, that will include different tourism and hospitality subsectors, offering a provisional glimpse of the artefact being created.
TopBackground
Defined as “the process whereby knowledge is created through the transformation of experience” (Kolb, 2014), experiential learning (EL) is an widely used educational approach that, despite its limitations, is considered to promote active learning through direct experience and contact with specific subjects and settings. It involves learning by doing, reflection on the experience and applying that knowledge in other situations, going beyond traditional classroom-based instruction.
Considered to be the father of experiential learning (concomitantly with John Dewey) (Luthuli et al., 2019), in 1984 David Kolb, following in the footsteps of Lewin, Dewey and Piaget, published his Experiential Learning Theory, laying the grounds for future researchers and educational theories. Based on the link “between theory and practice” (Hyasat, 2022, p. 293) and the concept of concrete experience, this theory emphasizes the importance of involving individuals in learning processes, following an iterative and “holistic integrative” four-stage cycle (Figure 1).
Figure 1. (Kolb, 2104, p.90) Key Terms in this Chapter
Toolkit: Set of tools and resources that can be used for a variety of purposes. In education the word often refers to a collection of guidelines, materials and/or resources that can support educators/practitioners.
Role-Play: Within the scope of experiential learning, role plays are activities in which learners take on different roles, assuming a character, personality or function within a group. Participants engaging in these activities are challenged to interact and participate in diverse and complex settings.
Design-Based Research: aligned with different research methods, this methodological approach is based on the identification of a problem/issue and the design of potential solutions that must be tested and further improved on based on evidence. In education, it ultimately aims to positively contribute to improve student learning.
Collaboration: the action of working with someone to produce something, collaboration is perceived as a key skill. It implies that there is a shared goal, that everyone in the same group/team is working to achieve.
Tourism Higher Education: Specific area within higher education, consisting of specialized subjects and curricula focusing on specific industry-related and academic skills.
Simulation: Also within the scope of experiential learning, simulations provide learners with real world-like situations, thus allowing them to practice their knowledge and skills and experiment with different solution in a safe environment.