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.

摘要

以在线教学环境中的探究社区框架为基础，这项混合方法研究的目的是确定社交（同伴）在预测在线烹饪或饮料实验室中接待学生的参与度和满意度方面的作用。调查结果包括社会存在通过情感认知参与对在线实验室满意度的间接影响。定性结果显示，虽然学生没有像他们希望的那样多的相互交流的机会，但他们所拥有的机会是“有意义的”。结果还表明，随着学期的进行，教师而不是同龄人成为社会存在的代理。理论意义证明了情感和认知参与作为将社会存在与在线实验室满意度联系起来的潜在机制的重要性。实际意义为酒店讲师提供指导，以建立和增加学生参与和点对点互动的机会。