81 To equip students with skills to appreciate the role of the marketing function in a tourism organisation and how it relates to other functional areas of an organisation To critically evaluate the marketing strategies of an existing tourism organisation To formulate a strategic marketing plan for a tourism organisation Video Conferencing Facility - helps to have a real time visual interaction with the industry partners over the Internet, while students and course facilitator are seated in the learning centre. Smart Board - an interactive whiteboard that supports collaboration on projects, students’ group editing of a project document, and browsing of company websites. Desktop Computers - available in the university learning centres. They are used by the course facilitator and students to access Moodle and the internet and to process and store documents. Moodle (Modular Object-Oriented Dynamic Learning Environment) – used to support blended learning and flipped classroom methods. It is also used to communicate with the students, create online forums, encourage communication between students in forums and discussions, add assignments, and monitor students' progress. Zoom - used for live meeting and class sessions with students and among students, webinars, and online events. WhatsApp - used by the course facilitator and students to make project calls and to send messages, images, audio or video files, via an internet connection. According to Kidman and Casinader (2017: 3), inquiry learning has become the standard for educational policy, curriculum, and practice. It reinforces an approach to learning that has strong community qualities and challenges culturally driven notions of educational success as an individual accomplishment. Within this approach, the learner must play the role of a discipline expert, at an appropriate level, to best learn the subject matter. Asking questions, field experiences, and learning outside the physical classroom, are essential for experiencing ‘the unusual’ and fostering curiosity. Practical implementation on inquiry-based learning in the classroom The practical implementation on inquiry-based learning in the classroom was facilitated in a Marketing in Recreation and Tourism (1RH504) course in a class of fourteen (14) fourth (4th) year students. Learning objectives: Use of technology tools to enhance teaching and learning: Technology tools / platforms used for the course facilitation were as follows: Implementation plan for learning methods: Students work in groups of between five to seven members on the interface between theories and practice and were positioned at the centre of solving real-life problems following a contingency management approach (management techniques should be dependent upon the circumstances). The strategic marketing plan (course output) was formulated by students for a tourism business. Course facilitator, students, and industry were all involved in teaching and learning.