What have been the MOOC practices in hospitality and tourism between 2008 and 2015? How to describe, develop or evaluate the instructional design in a MOOC? What are the characteristics of academic MOOCs in hospitality and tourism produced between 2008 and 2015?

1. Academic MOOCs in Hospitality and
Tourism: A Review (2008-2015)
Jingjing Lin
Jingjing.lin@usi.ch
4/18/2016 Jingjing Lin Academic MOOCs in Hospitality and Tourism: A Review (2008-2015) 1
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2. Research
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Most of the research that has been conducted has focused on enrollments, or some element
of the learner experience in MOOCs. Very little research has focused on the instructors,
especially the curriculum or instructional design of MOOCs. (Veletsianos & Shepherdson,
2016; Margaryan, Bianco, & Littlejohn, 2015; Lowenthal & Hodges, 2015;
Liyanagunawardena, Adams, & Williams, 2013)
Hospitality and
tourism MOOCs
are few
MOOCs research
in instructors
especially
instructional
design is few
MOOCs
instructional
design study in
hospitality and
tourism

3. 1. What have been the MOOC practices in hospitality and tourism
between 2008 and 2015?
2. How to describe, develop or evaluate the instructional design in a
MOOC?
3. What are the characteristics of academic MOOCs in hospitality and
tourism produced between 2008 and 2015?
4/18/2016 Jingjing Lin Academic MOOCs in Hospitality and Tourism: A Review (2008-2015) 3
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4. Several studies review MOOCs in certain
subjects/fields, such as health and
medicine (Liyanagunawardena & Williams,
2014), academic libraries (Barnes, 2013),
social ethics (Rolfe, 2015), quality
assurance (Hayes, 2015), and sustainability
education (Zhan et al., 2015). There is,
however, no systematic review of
hospitality and tourism MOOCs. This
research helps fill this research gap by
mapping existing hospitality and tourism
MOOCs, and reviewing in particular the
academic MOOCs in the field.
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Data
sources
Data
collection
method
Data
analysis

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Data
sources
Source 1 (16 MOOCs):
https://www.class-central.com
Source 2 (24 MOOCs):
http://www.ifitt.org
Source 3 (11 MOOCs):
A search through popular
platforms
Source 4 (0 MOOC):
A search through Google
Inclusion criteria:
• Course finished in 2015;
• Course was accessible during analysis period of this study;
• Course was hosted on a public MOOCs platform;
• Course was free to enrol;
• Course allowed using all materials inside it free of charge;
• Course used English as the instruction language.
5 European MOOCs were excluded and left 18 for further
analysis.

7. A case study protocol was designed to contain all possible characteristics of a MOOC,
which considered both the characteristics that can be compared across multiple cases and
the characteristics that can profile the instructional design of a single MOOC in the list.
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collection
method

8. The design of the protocol was not a one-time work but followed inductive method and
went through several back-and-forth loops along the process.
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Data
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Inductive:
Observation
Patterns
Tentative hypothesis
Theory

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The data collected by case protocol was piled into an Excel file.
Data
collection

10. The procedure suggested by Thomas (2006) was used for analysis of the qualitative data
generated from the eighteen MOOCs.
Frequency was calculated in the Excel table displayed earlier.
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Note: Thomas (2006, p.242), cited by 2719 times on Google Scholar by 4/14/2016
Data
analysis

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Theoretical
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Data
analysis

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Figure 2. Starting dates of the eighteen academic MOOCs in hospitality and tourism (2008-2015)
Year of Hospitality and Tourism MOOC: 2015

13. 107 modules found
About 6 modules per
MOOC on average, 4
minimum and 14
maximum
4-module and 6-module
structures were mostly
adopted (7/18, 5/18)
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Popular number of modules:
4& 6

14. 8/18 didn’t specify.
Among other 7/18
MOOCs, 3-4 hours per
week were the mostly
mentioned workload
expected from
instructors to learners.
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Widely used workload:
3-4 hours/week

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45 instructors:
32 males, 13 in more than one MOOC

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Hospitality
won!

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Objectives need a match
in different levels

18. Textbooks were not required and not often
mentioned.
One MOOC had 194 videos.
Science and Cooking: From Haute Cuisine to the Science of Soft
Matter (on edX)
4-module/6-module structured MOOCs had
6-7 videos each module on average.
English subtitle was common but multiple
language support was rare. 1/18
English/Spanish/Italian/Chinese subtitles
Food & Beverage Management (on Coursera)
8/18 with transcripts; no transcripts
provided in MOOCs from openlearning
Most provided web links to external sources
as optional supplement to internal sources;
Only 2/18 highly balanced internal and
external courses.
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3 MOOCs on the edX had 165
quizzes.
It was followed by Coursera with
30 quizzes in 4 MOOCs.
Openlearning MOOCs (6) fancied
non-quiz assignment rather than
quiz assignment (12).
Forum discussions were active,
with half of MOOCs had over
1000 posts.
3/18 with final exam
Final project, peer-review/self-
review activities were barely
used (all 1/18).
8/18 with at least one survey

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No academic credit was granted.
7/18 without any accreditation
11/18 with free certificate
7/18 with paid certificate, 6 of
them were American MOOCs
Price of certificate varied from 49
to 150 dollars.

21. References:
Veletsianos, G., & Shepherdson, P. (2016). A Systematic Analysis and Synthesis of the Empirical
MOOC Literature Published in 2013–2015. The International Review of Research in Open and
Distributed Learning, 17(2).
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online
courses (MOOCs). Computers & Education, 80, 77-83.
Lowenthal, P., & Hodges, C. (2015). In Search of Quality: Using Quality Matters to Analyze the
Quality of Massive, Open, Online Courses (MOOCs).The International Review of Research in
Open and Distributed Learning,16(5).
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of
the published literature 2008-2012. The International Review of Research in Open and
Distributed Learning, 14(3), 202-227.
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