Tutorial Participation and Contribution Weighting: 10%

The purpose of the tutorials is to provide an open forum for the discussion of the weekly textbook readings and tutorial questions, as well as contemporary issues in international tourism and sustainable tourism management.

Participation accounts for your active contribution to tutorial discussions. In order to actively contribute, you will need to conduct the weekly textbook readings, prepare the weekly tutorial questions, and vocally participate in your tutorial class. Attendance and participation records will be kept by your tutor. Marks will not be awarded for attendance alone.

Participant Grading Guide

Below Average (<50%)
A lurker, tends to sit in class a weekly basis but contributions are sporadic. Demonstrates little evidence of preparation outside of class. Comments and class input tends to address peripheral issues. Content is generally accurate, but with some

Good (50%-74%)
Attends class on a regular basis and demonstrates a moderate level of preparation outside of class.

Superior (75% or over)

Attends class on a regular basis. Attends class prepared, having done the reading and shows evidence of having reflected upon the set questions. Is able to contribute extra questions. Class contribution, questions, comments and discussion are characterised by conciseness, clarity of argument, depth of

Contributions, comments, questions and discussion tend to provide good, general answers but may not

omissions. Tendency to always directly address recite facts or provide discussion topics. opinions rather than address issues. Shows little evidence of collaborative learning. Most comments are directed to the tutor. Rarely critically evaluates the work of others Collaborative learning is evidenced by comments directed usually student to student rather than student to tutor. Evidence of support and encouragement is exchanged between students, as well as willingness to critically evaluate the work of others with constructive comments Frequently includes questions that stimulate discussion. Frequently responds to questions from others

insight into theoretical issues, originality of treatment and relevance. Arguments well supported. Collaborative learning is evidenced by comments always directed student to student. Support and encouragement is exchanged between students. Always willing to critically evaluate the work of others with constructive comments

Rarely includes questions that stimulate discussion. Seldom responds to questions

Always asks good questions that stimulate discussion. Always responds to questions from others

Based on: Rovai, A.P. 2004, A constructivist approach to online college learning, The Internet and Higher Education, vol. 7, pp. 79-93.