Ann-Kathrin McLean (annkathrin.6mclean@royalroads.ca) is a doctoral candidate and Rebecca Wilson-Mah (rebecca.wilsonmah@royalroads.ca) is an Associate Professor in the School of Tourism and Hospitality Management at Royal Roads University, Victoria BC Canada.

Rationale

Research projects can be solitary journeys. The online conference learning activity is part of a Major Research Project (TRMN 640) course completed by graduate students in the Master of Arts (MA) in Tourism Management program at Royal Roads University. The Major Research Project (MRP) online conference and learning activity offers graduate students the opportunity to share their research project with a supportive and constructive audience of fellow students and faculty advisors. Organized at the midway point in a nine-month research project, students share their research in an online conference forum. Conducted fully online in an asynchronous format over a period of 10 days, the students are joined by their peer student colleagues and faculty advisors. The conference offers accessibility to students who balance their career and education and who live in different time zones. The online conference is both an active and applied activity that closely mirrors the activities associated with presenting a research project at a conference.

Prior to the introduction of the MRP online conference students had limited opportunity to share their research project with their cohort or with other faculty members. At the graduate level we claim that it is significant for students to receive opportunities that help them to disseminate the work they have been focused on over the last several months. Initially, our completion option for the Master of Arts in Tourism Management (MATM) program did not include an opportunity to share research knowledge with a wider audience. Since the MRP allows for a more flexible research approach and encourages non-traditional research designs, the active and applied format of the online conference supported an open exchange of ideas. For many students this activity also pushed them out of their comfort zone. The online conference created a community of peers who encouraged each other while sharing constructive suggestions and resources. Furthermore, understanding how to share and disseminate research findings to a wider audience is a valuable skill set to develop.

The online conference contributes to the achievement of the following course learning outcomes:

1. Effectively gathers, analyzes, synthesizes, prepares, and presents written materials, accurately utilizing the American Psychological Association (APA) reference method.
2. Applies effective speaking, writing, listening, and feedback skills in online and face-to-face activities.
3. Engages in meaningful self-assessment and self-awareness to enhance leadership skills, positive relationships, and professional goals.

The students are given the following instructions for the online conference:

1. Develop a visual voice-over presentation to summarize your research project to an academic and student audience.
2. Communicate the overall importance of your research to a wider audience in a voice-over presentation.
3. Practice thinking about and explaining the objective of the research, the research design, research methodology and methods, theory or concepts related to the study, and progress made to date.
4. Use constructive feedback (suggestions, acknowledgements, resources, questions, etc.) from peers and at least one other faculty member to strengthen your research plan.
5. Give, receive, and respond to constructive feedback on your research plan appropriately and constructively.

Overview

Student Participation

To organize an online conference the following instructions outlining six key steps will guide your students through the process. It is important to emphasize the expectation for constructive student peer feedback in Steps 6 and 7. Gentle early reminders to those students who are slow to participate in Steps 6 and 7 are typically effective.

Step 1: Submit a 200-word abstract, along with the working title of your research.

Step 2: Plan out an eight-minute voice-over presentation following the student presentation checklist (Appendix B). Note that faculty advisors use the criteria in the checklist to provide their feedback.

Step 3: Discuss your planned voice-over presentation with your faculty advisor and review and adjust as necessary.

Step 4: Record your voice over the presentation. Name your file with your first name and last name.

Step 5: Upload your recorded presentation to the class online forum (we give students a three-day window to complete this step.)

Step 6: During the online conference, review a minimum of two presentations from your peers and share your constructive feedback in this forum (give the students and faculty advisors 10 days for this step.)

Step 7: During the online conference, read and consider the feedback you receive in the forum. Respond to this feedback constructively in the forum. If you would like further clarification or if you would like to explain your research decisions this is the opportunity to do so. Consider: What is on your mind?  What are you unsure about? Are you having any roadblocks along the way?

Faculty Advisor Participation

Faculty advisors have an important role in the online conference. Their involvement includes 1) supporting their student(s) as needed with the development of a voice over presentation; 2) actively participating in the forum; and 3) providing written feedback to two students (as assigned) who they are not advising. Formative in approach, faculty feedback is specific and descriptive (Fluckiger et al. 2010) and follows a simple task-focused presentation checklist (Appendix B).

Reflection

In terms of next steps, we hope to build on the success of the 2020 MRP online conference in future iterations of TRMN 640. The discussion forums have been essential in supporting students to enhance their research projects. The engagement in the forums allowed for a continuous exchange of ideas between students and faculty, something that is also referred to as “critical friend” theory in the literature (Özek et al., 2012). The critical friend theory not only offers space for constructive feedback and comments, but also “makes it possible to gain immediate access to a colleague’s expertise and feedback, which can facilitate continued professional development” (Özek et al., 2012, p. 70).

This activity gave students the space to reflect on, and speak about, their own research practices. This is linked with an active engagement in a critical friend approach “from the self-study lens, ‘critical friends’ are those who build trusted relationships and share ideas” (Chao, 2018, p. 44). Besides the sharing of ideas, the critical friend approach invites deeper self-reflection and a chance to be proactive in successfully communicating ideas about one’s work (Özek et al., 2012).

The idea and importance of self-reflection are echoed by Chao (2018), who noted that “self-reflection is a lifelong commitment,” (p. 44). and specifically, as a researcher, an ongoing process. The online conference was an essential element of the students’ final element of their MA in Tourism Management research journey. Taking the opportunity to engage in reflection was useful not only to deepen their viewpoints on their project but also their academic journey overall.

Feedback about the activity was retrieved informally via email conversations and the online class forum, and formally via a short online survey. The goal was to provide an opportunity for students to share their opinion about the online conference and in relation to the development of their final research project. The feedback we received from the survey did align with the teaching plan for the online conference and the learning outcomes established for the activity. Overall, the following learning focuses were highlighted the most:

• “developing self-awareness of my skills as a researcher,”
• “reflecting on my progress and making adjustments,”
• “reviewing feedback and considering questions,” and
• “effectively discussing the study with others.”

Students made two suggestions that will be incorporated into future online conferences. Firstly, there is potential to further explore student engagement in learning with, and from, other students during the research project. The students actively engaged with one another in the forums and provided supportive and constructive ideas, suggestions, and comments. One student suggested the development of topic clusters, where students and faculty advisors will be grouped together in smaller clusters of six to eight students. This suggestion will be explored for the next MRP online conference.

Secondly, students found it challenging to share all they want to share in five to eight minutes. The students may need more guidance on how to distill their research project into an eight-minute summary.

In summary, the value of the online conference mid-way through a research project course was supported by the student feedback. The students participated in sharing formative feedback with one another. Formative approaches are used “to encourage and progressively develop the learners’ ability to identify, structure and articulate questions about their own growing understanding” (Robinson & Udall, 2006, p. 93). Furthermore, the connection with other faculty advisors (outside the faculty advisor assigned to the student) added value to the students’ experiences. Faculty participation and active involvement is critical to the success of an online conference. The authors also suggest faculty should be involved early, when the forum opens, as this helps to build momentum and active participation.

The online conference supported applied and active learning approaches and peer learning. Misseyanni et al. (2018) explained “active learning empowers learners, as it helps them to develop more responsibility, participate in the construction of knowledge, and challenge mainstream thinking and opinions” (p. 2). Understanding how to share and disseminate your research findings to a wider audience is a valuable skill to develop. Not only did the MRP online conference engage our students through a graduate level course, but also mirrored many elements from both Royal Roads University’s Learning Teaching and Research Model.

References

Chao, X. (2018). “Self-Study” Is Not “Self:” Researching Lived Experience in Teacher Educator Development. In Teaching, learning, and enacting of self-study methodology (pp. 43-48). Springer, Singapore.

Fluckiger, J., Vigil, Y. T. Y., Pasco, R., & Danielson, K. (2010). Formative feedback: Involving students as partners in assessment to enhance learning. College Teaching, 58(4), 136-140.

Learning, Teaching & Research Model (n.d.). Retrieved from https://www.royalroads.ca/sites/default/files/2021-02/LTRM_booklet.pdf

Misseyanni, A., Lytras, M. D., Papadopoulou, P., & Marouli, C. (2018). Introduction. In A. Misseyanni, M.D.,  Lytras,  P. Papadopoulou & C. Marouli (Eds.). Active learning strategies in higher education: Teaching for leadership, innovation, and creativity (pp. 1-16). Emerald Publishing Limited

Özek, Y. H., Edgren, G., & Jandér, K. (2012). Implementing the critical friend method for peer feedback among teaching librarians in an academic setting. Evidence Based Library and Information Practice, 7(4), 68-81

Robinson, A. & Udall, M. (2006). Using formative assessment to improve student learning through critical reflection. In C. Bryan & K. Clegg  (Eds.). Innovative assessment in higher education (pp. 92-100). Routledge.

Shepheard, M. (2020, May 27). Piloting Semi Structured Interviews [Video file].  YouTube. https://www.youtube.com/watch?v=1P8Txe2UtMM

Appendix A: MRP Online Conference Unit in Moodle

Appendix B: Student Presentation Checklist

MRP Online Conference

Student Name:

Faculty Name:

STUDENT’S PRESENTATION CHECKLIST.

After reviewing your posted presentation your faculty advisor and one additional advisor will give you feedback using the checklist below. This feedback will be emailed directly to you using your Royal Roads email account.

Appendix C: Student Contribution Example

 Student Abstract- Deepa Sudame (used with permission)

 “A study of the environmental impacts of cruise ships along the coastal areas of Vancouver Island, British Columbia: Cruising through stakeholder perceptions.”

This research explores the environmental impacts of cruise ships on the coastal regions of Vancouver Island as perceived by the key stakeholders in the region. By examining a range of stakeholder perspectives, it is hoped the study will offer significant contributions to future discussions for an environmentally sustainable cruise industry.

The cruise industry in North America has experienced significant growth in recent years and, regardless of the Covid-19 pandemic it is expected to have a positive outlook for the future. However, this growth has not been free of consequences, and many stakeholders have expressed concern, particularly over the environmental impacts of this industry’s increasing popularity.

The pristine waters of the Georgia Strait and Island Passage offer cruises the experience of a stunning coastal route that runs along the west coast of B.C. With growing popularity and carrying a huge ecological footprint, cruise ships are considered to cause negative environmental impact and hence there is a need to review its sustainability and evaluate its impact from portside stakeholders.

The researcher will conduct qualitative, semi-structured interviews with 4-5 key stakeholders who are employed by, or whose lifestyles are connected to/affected by cruise tourism in the region. These include representatives from a major port in the area, environmental interest groups, and a local neighbourhood association. The study is currently in the data collection and literature review phase.

It is anticipated the research phase will reveal perceived environmental impacts associated with cruising from the discussions among the key stakeholders. Information of this nature will enable the researcher to draw conclusions and potentially offer some recommendations on future discussions of the environmental sustainability of cruise tourism in the region.

Appendix D: Student Presentation Example

Example Mini Pilot Research Study – This YouTube video of a recorded presentation of a mini pilot research study is provided with the consent of a student, Matthew Shepheard (2020)

Appendix E: Student Feedback Survey

The feedback survey was structured as follows:

Survey Question Ideas for MRP student surveys:

Between September 21st and October 2nd, you participated in an online conference as part of your Major Research Project course. You are invited to share your feedback on the Major Research Project Online Conference (MRP OC) with the MATM program. This short survey will take no longer than 10 minutes. Your feedback will help us inform us of the outcomes of this new initiative.

As with course surveys, your feedback will be used solely to evaluate this activity.

1)   Please rate how the online conference for your MRP contributed to your development as a researcher in the following areas:

• Data collection
• Data analysis
• Drawing conclusions
• Preparing a voice over PowerPoint
• Applying APA referencing
• Effectively discussing the study with others
• Reviewing feedback and considering questions
• Reflecting on my progress and making adjustments
• Developing self awareness as my skills as a researcher

2)   Do you have any suggestions for the next MRP?

3)   Is there anything else you would like to share with us?

All the very best and wishing you future success as a researcher and the future application of these skills in your career.