Understanding the efficacy of online postsecondary culinary arts education

Hall, Robert L

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https://hdl.handle.net/2142/117757 Copy

Description

Title

Understanding the efficacy of online postsecondary culinary arts education

Author(s)

Hall, Robert L

Issue Date

2022-12-01

Director of Research (if dissertation) or Advisor (if thesis)

Kalantzis, Mary

Doctoral Committee Chair(s)

Cope, William

Committee Member(s)

• Dhillon, Pradeep
• Montebello, Matthew

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Online Culinary Arts Education
• Culinary Education
• Culinary Learning
• Distance Learning
• Online Learning
• Online Technical Sciences
• Online Cte
• Instructor Engagement
• Instructor Presence
• Student Engagement
• Student Presence
• Postsecondary Cte
• Postsecondary Online Education
• Postsecondary Distance Learning
• Online Career And Technical Education
• Online Knife Skills
• Online Cooking Methods
• Online Cooking Techniques

Language

eng

Abstract

The method of culinary arts education can be traced to ancient times when masters trained apprentices to prepare and present meals. This method of transferring culinary knowledge and skill continues to shape modern culinary arts education, including culinary school. To remain relevant in a changing landscape for higher education, culinary schools must be willing to accept and adopt new, innovative ways to present culinary knowledge and skill to their students. This two-year concurrent triangulation mixed methods study examined three iterations of two online fundamental culinary arts courses, covering history, professionalism, sanitation, knife skills, and cooking methodology. This study found that Automated Online was the least preferred among students, educators, and accreditors. Students described feeling engaged with the instructor in the courses that offered weekly face-to-face (ZOOM) sessions and promptly responded to text and email correspondence. Culinary school educators overwhelmingly indicated a preference for Synchronous Online courses to better gauge the competencies students are asked to produce or demonstrate. Regardless of modality, engagement and interaction between students and instructors, students and students, as well as students and content are key elements of effective course delivery. Course design that includes regular and substantive interaction may keep students committed, participating, and progressing.

Graduation Semester

2022-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/117757

Copyright and License Information

© 2022, Robert L. Hall

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