Reflecting on the use of an Assigned Reading Exercise: Global Tourism Issues
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Enamul-Hoque (2016; 46) states that the cognitive domain includes learning processes including a hierarchy of skills involving processing information, constructing understanding, applying knowledge, solving problems, and conducting research. Winn, DelSignore, Marcus, Chiell, Freiman, Stafford and Newman (2019) ascertain that cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning. Consequently, for the purpose of this assignment, a cognitive approach (The Assigned Reading Exercise) as its main aim is to compare and contrast documented research and literature as McLeod (2019) suggests that the teacher's major task is to foster a collaborative problem-solving atmosphere in which students take a key role in their own learning. A teacher, rather than being an instructor, functions as a facilitator of learning in this context which supports my constructive approach. The Assigned Reading Exercise is a very effective strategy for creating a culture of reading and independent study among a student cohort especially in final year. It can also be developed to serve many higher-order, critical thinking, learning outcomes (LIT Compendium of Active Learning Strategies for Student Engagement; 18). The module that I used the Assigned Reading Exercise was Global Tourism Issues on the B.A. (Honours) in Business Studies with Travel and Tourism Management which was designed to evaluate and critically assess the key global issues that have significance in tourism in a global context. This was a 4th Year module and there were 27 students in the group. I had the students for a 2-hour lecture and then a 1-hour tutorial both on a Tuesday.
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