What can hospitality educators learn from students about effective teaching and learning at the beginning of an asynchronous, online class?

Abstract

ABSTRACT This Scholarship of Teaching and Learning (SoTL) study focused on finding out about hospitality students’ perceptions of teaching and learning, and their learning preferences, at the beginning of a course instead of at the end of one to understand where students were in terms of their learning environment and to find out what they hoped to gain from completing a course. The results were based on 271 survey responses completed by students enrolled in an asynchronous, introductory hospitality course, during several different semesters. Students indicated that they valued well organized courses, wanted the instructor to be engaged with the students and the course, and preferred creative assignments. Gathering this information at the beginning of a course, instead of at the end of one could be helpful to instructors so that they can possibly make adjustments to a course as they teach one, and also help them to plan future courses.