Adventures in Hotel Recreation: Unraveling Students' Experience and Online Learning Challenges

Abstract

The COVID-19 pandemic has catalyzed a significant shift in education, compelling educators across all levels, including community colleges, to explore alternative teaching methods. Online learning has emerged as a prominent solution, yet it presents a unique set of challenges, particularly for students in Technical and Vocational Education and Training (TVET) programs within community colleges. These students engage in practical activities that demand demonstrations, visual aids, and hands-on practice to develop essential skills. The paramount importance of addressing these challenges to enhance the learning experience in TVET programs cannot be understated. This research endeavors to shed light on the experiences, challenges, and potential avenues for improvement for students enrolled in the hotel recreation subject. With a specific focus on Chenderoh Community College, the study engaged 29 students who were actively pursuing the Hotel Recreation curriculum. To elicit comprehensive insights, participants were tasked with responding to three open-ended questions related to their learning journey: their experiences, the issues they encountered, and their suggestions for enhancements. The methodology employed in this study centers on thematic analysis, a robust approach that facilitates the extraction of recurring patterns and themes from qualitative data. This analysis method provides a comprehensive framework for understanding the nuanced perspectives of students navigating the challenges of online learning within the TVET context. The findings of this investigation illuminate crucial dimensions of students' experiences with the hotel recreation subject. The emergence of four overarching themes—learning satisfaction, skills acquisition, active learning, and knowledge attainment—offers valuable insights into the positive aspects that students associate with the subject. Concurrently, the study uncovers three pivotal themes—technology and internet limitations, issues within the teaching and learning process, and concerns regarding health and environment—that encapsulate the challenges these students encounter during their online learning journey. In response to the identified challenges, students proactively propose strategies for improvement. Among the salient recommendations is the call for a balanced approach to learning that combines indoor and outdoor activities. Additionally, the integration of experiential learning through field trips is underscored as a pivotal mechanism to enhance the efficacy of the hotel recreation subject. In summation, this study casts a spotlight on the multifaceted landscape of online learning experiences within the TVET domain, particularly in the context of the hotel recreation subject. The amalgamation of insights from students underscores the significance of tailored approaches that accommodate the practical and experiential nature of TVET programs. As a next step, further research could delve into the implementation and evaluation of blended learning models, resonating with the perspectives of students and educators alike, to holistically enhance the quality of TVET education.