African Journal of Hospitality, Tourism and Leisure (Jan 2020)
Students’ reflections on collaborated project-based learning in the Department of Ecotourism
Abstract
The students at Universities of Technologies (UOTs) often come from previously disadvantaged communities. The schools they come from often are not well resourced. The level of academic depth in the curricula in these schools is uneven. UOTs have to bring the academic level of these students on par with national and international benchmarks using appropriate pedagogical techniques that ensure the students have the sound quality education as they would receive from any reputable university. This paper sought to find out the reflections on learning, using Gibbs Reflective Cycle (1998) for 120 undergraduate Ecotourism management students at the Durban University of Technology. Gibbs reflective cycle was also used to analyse the findings. The students’ reflections were centred around their major marketing project (developing a marketing plan), on how the section was taught and assessed. In the past, this marketing module has been one of the most challenging for students to grasp, apply the theory and to pass. Using sticky notes/post-its’ to encourage participation in student focus groups, the paper reflected the effectiveness of a collaborated project based learning (CPBL), using sequential phases in grading the assignment to help improve students' learning of the selected marketing concepts. The paper also sought to examine how difficult or easy it was for the students to apply marketing theories, and how helpful the teaching methods used were in achieving their final project grade. The findings suggest that the marketing plan is not just any project, but it is a form of industry training. Project based learning (PBL) prepared and empowered them about challenges in the marketing industry for ecotourism initiatives. Good team collaboration, growth in students’ confidence, and being able to work under pressure, were some of the best benefits students expressed. They felt they obtained 21st century skills which they did not have prior to the project’s commencement.
