Incorporating a Staged Instruction Model in the Classroom: Teaching for Praxis in Hospitality and Tourism Education
Butcher, Erin Elizabeth
School of Business
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The current literature regarding the effectiveness of various teaching methods on student learning typically investigates the different outcomes of a passive versus an active approach. Previous researchers suggest that active teaching methods, including real-world learning activities, facilitate a deeper and more authentic understanding of learning material. However, there is little literature that studies the impacts of a staged teaching model – implementing a progression of teaching methods in the classroom, which supplements passive instruction with active learning activities. The purpose of our study is to investigate the learning outcomes that students achieve at each stage of the learning process. We seek to determine the value of a staged teaching model within a hospitality and tourism undergraduate education setting. Data were collected from sixty students enrolled in an introductory level hospitality course. Students’ learning was measured after they were provided passive, situated, and authentic instruction in order to determine the degree of understanding at each stage in the learning process. The findings of our study reveal that incorporating real-world learning activities into the classroom through situated and authentic instruction is a worthwhile investment. It helps students build upon the theoretical knowledge gained via passive instruction to reach praxis.