A Problem-Solving Flipped Classroom Module: Developing Problem-solving Skills among Culinary Arts Students

Techanamurthy, Umawathy; Alias, Norlidah; Dewitt, Dorothy

doi:10.30880/jtet.2020.12.04.004

Cited by 7 publications

(8 citation statements)

References 30 publications

(38 reference statements)

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“…Furthermore, to develop students’ abilities to solve the problem of food waste in practice, it is also necessary to train them to face the problems encountered in practice logically and efficiently and come up with creative solutions that can reduce food waste based on the observed food waste problems (e.g. how to use surplus food materials for other purposes) (Techanamurthy et al , 2020).…”

Section: Resultsmentioning

confidence: 99%

Section: School Sustainability Educationmentioning

confidence: 99%

“…The study of Techanamurthy et al (2020) on teaching students culinary skills via problem solutions found that the flipped teaching model could not only solve practical problems but also increase students’ creativity in solving the problem of food waste. According to the study by Wang (2016) on the green cooking behavior of college students, the behavior of students discarding edible food was the most serious waste (28.8% of food materials were discarded as kitchen waste), followed by the waste caused by the failure to correctly classify food waste and the improper use of detergents.…”

Section: Literature Reviewmentioning

confidence: 99%

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Establishment and implementation of behavioral observation scale for avoiding food waste for hospitality students

Hong

2023

IJSHE

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Purpose The purpose of this study was constructed a behavioral observation scale for avoiding food waste from the point of view of Chinese cuisine, used as an evaluation tool to examine food waste in the process of food preparation for hospitality students in Taiwan. Design/methodology/approach The status of food handling in the preparation process was understood through a literature review and interviews. In addition, the indicators that may cause food waste behaviors were established, and the observation and self-evaluation scales of food waste behaviors in the preparation process were developed. Findings Avoiding water waste, removing excessive edible parts, avoiding waste on seasonings, avoiding cooking for too long and avoiding water stains in the cleaning process were considered by both the observers and the students as items for improvement in the cooking process. The results of this study will help in understanding the intervention in the teaching practice of avoiding students’ food waste behaviors. Research limitations/implications This study can only be based on the test results of the current observation behaviors. Meanwhile, many factors need to be taken into consideration, such as the differences in the amount of knowledge students have about food waste, the differences in preparation techniques, and other different factors, which may lead to differences in the research results. Originality/value The behavioral observation and self-evaluation behavior scales of “exploring food waste behaviors in the preparation process” were developed and implemented for the current status. The differences between the results of the observation scale and the self-evaluation scale were compared. In addition, the behaviors that may cause students’ food waste were pointed out. Then, the direction of the teaching content was formulated, and the curriculum plan integrating the content of avoiding food waste into teaching was evaluated. Furthermore, the scales can be applied to kitchen staff handling food materials to understand the current situation of their food handling, which can be used as a driving tool for restaurants to reduce food waste.

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Section: Resultsmentioning

confidence: 99%

Section: School Sustainability Educationmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Establishment and implementation of behavioral observation scale for avoiding food waste for hospitality students

Hong

2023

IJSHE

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“…Mobile apps can reduce costs and enhance the learning experience by providing immediate feedback. Furthermore, all businesses including education have been affected by the Internet of Things, Artificial Intelligence (AI), and automation, which has resulted in a shift in employee skill requirements (Techanamurthy et al, 2020). Hill and his colleagues (2015) developed hybrid learning modules in response to the increasing volume of information for students to absorb and the expanding variety of students, which has put a demand on practitioners to discover other ways of teaching science topics.…”

Section: Integrating Technology Within Hybrid Learningmentioning

confidence: 99%

The Essential Technology Implementations for Developing a Hybrid Module for High School Physics in the Sultanate of Oman

Al-Kamzari,

Alias

2024

INT J INSTRUCTION

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Physics is commonly perceived as a challenging academic discipline, with a contributing factor being the limited availability of educational resources to support students. Consequently, there arises a need to develop a module focused on the incorporation of technology in physics education. The integration of technology within pedagogical modules refers to the practice of including various technological Implementations in educational content. This study aimed to investigate and rank the most efficient technological implementations for designing a pedagogical hybrid physics module for students in grades 9-12 in the Sultanate of Oman. A literature review was conducted concerning the integration of technology in hybrid learning and physics education. Qualitative and quantitative research methodologies were employed for data collection, the data were analyzed utilizing Fuzzy Delphi Method (FDM). To establish the FD instrument, a panel of six experts was consulted through semi-structured interviews. This panel identified 13 significant technology Implementations for the development of the module. Subsequently, a group of 12 experts was surveyed to identify the essential technology Implementations. Consequently, four technology Implementations were excluded, while the accepted Implementations were then prioritized using FDM. The findings revealed that Mobile instant messaging claimed the top position, with Artificial Intelligence (AI) ranking at the lowest position.

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“… Tien et al (2020) believe that the traditional approaches to teaching hospitality technology courses cause students to only learn via one-way cramming, meaning they are less innovative and lack creative ability as well as a basic understanding of the principles and operating parameters of hospitality technology. Techanamurthy et al (2020) also believe that hospitality technology courses focus on the teaching of technology and the theory of apprenticeship, while traditional courses do not emphasize the ability to solve problems. Therefore, Chandra et al (2022) believed that in traditional distance teaching, hospitality technology courses are more difficult to teach through one-way communication, and that they should only be used as supplementary teaching materials.…”

Section: Literaturementioning

confidence: 99%

Online flipped learning methods for teaching hospitality skills and management practices in an epidemic situation: A study on learning attitude and effectiveness

Chen

Wang²

2023

Front. Psychol.

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Starting in 2019, the ongoing COVID-19 pandemic has lasted 3 years and will likely continue to affect the lives of people all over the world. According to a United Nations Educational, Scientific and Cultural Organization (UNESCO) survey, more than 91% of students from all over the world have been affected by the spread of COVID-19. The application of technological networks can help solve problems related to being unable to attend school in person, as online teaching can effectively help reduce learning loss in the short term. In Taiwan, the higher education system has been using online learning, but now faces a new and huge crisis, as some courses do not readily translate to this setting. In professional courses run by hospitality departments, it is essentially impossible to accurately convey the practical skills required, for example, aspects of color, aroma, and taste through online teaching. Moreover, the learning level of each student varies greatly. During the online teaching process, instructors teach professional skills and movements through a single teaching video, which may not meet the needs of all students. In response, this study explores using the flipped teaching method, to not only enable students to master and control their learning and effectively adjust their self- adaptive learning progress but also to help teachers solve problems and impart professional skills using a two-way, interactive, online teaching method. This approach, flipping a class in an online learning environment, could effectively make up for the one-way teaching sometimes created by video content, and address the problem of gaps in learning professional practical skills. It can also induce students with poor learning attitudes to actively participate in learning. This study involved 55 bachelor students from a university of science and technology in Taiwan. The research results are as follows: (1) Students who participated in the flipped teaching mode, which involved two-way interaction showed better professional understanding of the course and improved willingness to learn, thereby improving the learning effect. (2) Awareness of these poor practical catering professional skills in students, assisted in laying the professional foundation for students to gradually improve their learning attitude and their advanced skills. This indicates that students with poor academic performance in an online environment might benefit from two-way interactive teaching. Teachers should clarify detailed descriptions of professional practical actions that confuse students. (3) In flipped learning, the grouping of “game/toy-based e-learning” can not only improve the performance of students who actively study to achieve good grades but also help and motivate other students to learn together. These results indicate that in flipped classrooms that use an online learning environment, the active learning and learning attitudes of students were positive and that their interest in learning and learning efficiency was also significantly improved. At the same time, this approach stimulated the innovation, creativity, and creative development of students in using professional technology in the hospitality industry. It transformed the passive learning situation of online one-way teaching into an active two-way teaching environment.

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A Problem-Solving Flipped Classroom Module: Developing Problem-solving Skills among Culinary Arts Students

Cited by 7 publications

References 30 publications

Establishment and implementation of behavioral observation scale for avoiding food waste for hospitality students

Establishment and implementation of behavioral observation scale for avoiding food waste for hospitality students

The Essential Technology Implementations for Developing a Hybrid Module for High School Physics in the Sultanate of Oman

Online flipped learning methods for teaching hospitality skills and management practices in an epidemic situation: A study on learning attitude and effectiveness

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