{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/117757"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/117757","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Understanding the efficacy of online postsecondary culinary arts education","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. 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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."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Understanding the efficacy of online postsecondary culinary arts education"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, William","Dhillon, Pradeep","Montebello, Matthew"],"dc:creator":["Hall, Robert L"],"dc:date":["2022-12","2022-12-01"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","The student, Robert Hall, accepted the attached license on 2022-11-14 at 19:36.","The student, Robert Hall, submitted this Dissertation for approval on 2022-11-14 at 19:54.","This Dissertation was approved for publication on 2022-12-01 at 12:05.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18576 on 2023-04-12 at 07:27:06","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. 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