Abstract
The main purpose of this study is to explore the impact of the cognitive apprenticeship teaching approach in food and beverage (F&B) service training courses on learning satisfaction. This study is a quasi-experimental research design conducted using pretest–post-test nonequivalent groups. Its research subjects are primarily new employees from the F&B departments of well-known five-star, high-end hotels in Taiwan who must undergo education and training. The new employees are divided into an experimental group and a control group for the eight-week teaching practicum. This study concludes that learning satisfaction achieved through the cognitive apprenticeship teaching approach during the F&B training course is superior to that achieved through the conventional teaching approach of lecturing. An innovative finding of the current research is that regardless of whether cognitive apprenticeship teaching is adopted, the master–apprentice relationship is the most important factor in the five-facet measurement of learning satisfaction. This point also explains why the cognitive apprenticeship approach is a suitable teaching and training strategy. The greatest contribution of this study is that it provides a direction for the application and sustainable development of hotel staff training and offers references for the improvement of future hotel training programs.
Highlights
Past empirical teaching research has revealed that the acquisition of knowledge may be separated from the environment of learning and from that of use
The main purpose of this study is to explore whether there is a significant difference in learning satisfaction between the cognitive apprenticeship teaching approach and the conventional teaching approach
The teaching experiment confirmed that the experimental group and the control group exhibited significant differences in learning satisfaction during the food and beverage (F&B) service skills training course
Summary
Past empirical teaching research has revealed that the acquisition of knowledge may be separated from the environment of learning and from that of use. To determine the differences between the cognitive apprenticeship teaching approach and conventional teaching, the present study, which is based on the core concept of situated learning theory’s cognitive apprenticeship as proposed by Lave and Wenger [2], employs as its subjects new employees from the F&B departments of well-known five-star hotels in Taiwan who require training. As there is a connection between situated learning theory and cognitive apprenticeship [3,4,6], the present study attempts to integrate and apply both in the F&B training course, thereby creating an authentic master–apprentice condition from which to observe the differences in learning satisfaction that result from two distinctly different teaching methods. The study is expected to explore the curriculum design of cognitive apprenticeship teaching for the F&B training course and the impact of teaching activities on learning satisfaction to provide references for the design of future training courses for newly recruited hotel staff
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
