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

Keywords

Community of Inquiry (CoI); hospitality higher education; mixed methods; online course; social presence; student satisfaction

Abstract

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.

Publication Date

7-1-2021

Original Citation

Orlowski, M., Mejia, C., Back, R., & Fridrich, J. (2021). Transition to Online Culinary and Beverage Labs: Determining Student Engagement and Satisfaction During COVID-19. Journal of Hospitality & Tourism Education, 33(3), 163–175. https://doi.org/10.1080/10963758.2021.1907193

Document Type

Paper

Language

English

Source Title

Journal of Hospitality and Tourism Education

Volume

33

Issue

3

College

Rosen College of Hospitality Management

Location

Rosen College of Hospitality Management

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