Experiential Learning Methods in Culinary Course Can Bridge the Gap: Student Perceptions on How Hands-On Curriculum Prepares Them for Industry

Askren, Joe; James, Waynne B.

doi:10.1080/10963758.2020.1791134

Cited by 13 publications

(9 citation statements)

References 23 publications

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“…Food and beverage courses are common features in hospitality higher education curricula, with most courses requiring experiential "hands-on" laboratories (labs) taught in face-to-face or mixed-mode formats (Askren & James, 2020). Due to pandemic-induced social distancing requirements, these lab courses are now subject to their own paradigm shift to online teaching and learning.…”

Section: Hospitality Education and The Response To Covid-19mentioning

confidence: 99%

Transition to Online Culinary and Beverage Labs: Determining Student Engagement and Satisfaction During COVID-19

Orlowski

Mejia

Back

et al. 2021

Journal of Hospitality & Tourism Education

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Grounded in the Community of Inquiry framework in the online teaching context, the purpose of this mixed-methods study was to determine the role of social (peer) presence in predicting hospitality students' engagement and satisfaction in an online culinary or beverage lab. Findings included the indirect effect of social presence on satisfaction with the online lab through emotional cognitive engagement. Qualitative results revealed that while students did not have as many opportunities to engage with each other as they hoped for, the opportunities they did have were "meaningful". Results also study revealed that instructors, rather than peers, became the proxy for social presence as the semester progressed. Theoretical implications demonstrate the importance of emotional and cognitive engagement as the underlying mechanisms linking social presence to online lab satisfaction. Practical implications offer guidance for hospitality instructors to build and enhance opportunities for student engagement and peer-to-peer interaction.

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Section: Hospitality Education and The Response To Covid-19mentioning

confidence: 99%

Transition to Online Culinary and Beverage Labs: Determining Student Engagement and Satisfaction During COVID-19

Orlowski

Mejia

Back

et al. 2021

Journal of Hospitality & Tourism Education

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“…In addition to learning materials, in a survey by Askren and James (2021), learners state that dynamic learning materials are more impressive and promote increased learning confidence when they practice what they have learned. Holly et al (2021) assume that continuous interaction with learning materials is an important factor when learning by using simulated situations and virtual worlds.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Wang

Cheng

Lee

et al. 2023

Computer Assisted Learning

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Background: Benefited from advances in technology, virtual reality (VR) has been widely applied to learning content in operational training as well as handson courses. However, most current studies tend to evaluate learning effectiveness in this application, and few were focused on how learners can be benefited from transferring the knowledge learned to real-world field performance.Moreover, in application-oriented hands-on courses such as embedded electronic circuits, to our best knowledge, none were presented in interactive learning materials with the combination of VR and neither were the understanding of the changes in cognition, learning anxiety, and learning confidence during the learning process. Method and Objective:We combine VR technology with hands-on tasks to design a VR-based embedded electronic circuit learning system. We conduct a quasiexperiment to investigate differences in knowledge, comprehension, and application levels in different learning environments, and to assess learning performance, learning anxiety, and learning confidence levels when applying the knowledge learned to real-world hands-on tasks.Results: Groups that receive VR-mediated training exhibit superior knowledge, comprehension, and application levels. In addition, learners with higher levels of knowledge and application exhibit lower learning anxiety and higher learning confidence during practical application tasks. Conclusions:We investigate the learning outcomes of learners on practical hands-on tasks after VR-mediated learning. To improve the learning experience and performance for learners in an embedded electronic circuit course, we discuss the learning performance in terms of the knowledge and concepts learned in the VR environment and transferred to the real world. The results show that learners achieve better cognitive levels in the learning process through the VR system described here. Better performance on hands-on tasks was also obtained as well as low anxiety and high confidence levels.

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“…Marneros et al [26] studied the skills and knowledge required by hospitality management graduates and the content of the courses that students should take to be prepared for a restaurant positions; those authors found that graduates should have catering management skills, financial management skills, problem-solving abilities, creativity and flexible thinking. Askren and James [1] and Binder et al [27] specifically mentioned the contradiction between the rapid development of technology and business models in recent years and the excessively long education cycle in schools. When schools lack the capacity to internalize and organize knowledge into curricula, it is likely that the courses they teach are outdated and do not meet the needs of the industry.…”

Section: Talent Cultivation In Culinary and Restaurant Managementmentioning

confidence: 99%

“…Due to the current boom in the economic environment, market competition and diversified operational strategy requirements in the catering field, many catering businesses have higher expectations of new employees than ever before [1]. In this highly competitive industry, catering businesses are increasingly relying on employees with diverse E-skills [2].…”

Section: Introduction 1research Motivationmentioning

confidence: 99%

“…Accordingly, with the flourishing of the catering economy, the demand for labor in the catering industry is huge. However, the catering talents cultivated in the general catering vocational education system do not meet the needs of the industry, indicating a gap between school learning and real-life practices and showing that the cultivation of catering professionals does not meet industry expectations [1]. Therefore, methods for reducing the gap between learning and real-life practices and cultivating the talents needed by the catering industry are crucial topics that must be urgently addressed by the catering academia [4].…”

Section: Introduction 1research Motivationmentioning

confidence: 99%

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Is Mathematics Required for Cooking? An Interdisciplinary Approach to Integrating Computational Thinking in a Culinary and Restaurant Management Course

2021

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In recent years, with the flourishing of the catering economy and the trends in computer technology, restaurant operators have increasingly relied on employees with computational and information skills. Breaking through the traditional teaching method of mere lecturing, the study conducts a teaching demonstration by integrating the computational thinking concept and a Microsoft Excel computational system on the school’s E-learning platform into the teaching of a Culinary and Restaurant Management course. A non-equivalent control group pretest–posttest study with a quasi-experimental design is adopted for the assignment of experimental participants and the design of the course. The results show that a curriculum design with computational thinking significantly improves the effectiveness of students’ learning in digital technology and is especially helpful for the cultivation of the key capabilities of menu design and cost planning among restaurant management skills. The study makes the following contributions: during the Culinary and Restaurant Management course, the use of the E-learning platform and computing programs such as Microsoft Excel is associated with greater learning effectiveness than traditional teaching methods. The research results can serve as a reference for promoting an E-catering business model and a sustainable educational model in the future.

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Experiential Learning Methods in Culinary Course Can Bridge the Gap: Student Perceptions on How Hands-On Curriculum Prepares Them for Industry

Cited by 13 publications

References 23 publications

Transition to Online Culinary and Beverage Labs: Determining Student Engagement and Satisfaction During COVID-19

Transition to Online Culinary and Beverage Labs: Determining Student Engagement and Satisfaction During COVID-19

Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks

Is Mathematics Required for Cooking? An Interdisciplinary Approach to Integrating Computational Thinking in a Culinary and Restaurant Management Course

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