An exploration of the experiences of lecturers within the School of Culinary Arts and Food Technology during the COVID-19 restrictions

Abstract

All teaching and learning worldwide were severely disrupted due to the global COVID-19 pandemic. This rapid change from face-to-face to online pedagogy became known as Emergency Remote Teaching (ERT). Particularly affected were courses that required specialist facilities for practice-based pedagogy and placement provision, such as Culinary Arts. Therefore, the aim of this study was to document the lived experiences of culinary arts lecturers during the transition to ERT in the School of Culinary Arts and Food Technology (SCAFT) at Technological University Dublin (TU Dublin). This research was embedded within the Community of Inquiry (CoI) framework, which has commonly been used to study teaching and learning in online courses (Garrison et al., 2000). This current study was conducted using a qualitative approach, using online interviews during the period October to November 2023. The participants, 20 culinary arts lecturers of varying teaching experience, had all delivered modules in the school during the restrictions associated with the COVID-19 pandemic. The findings demonstrated that during ERT, participants experienced many challenges, particularly in relation to student engagement and the provision of feedback. While the study found that all participants were impacted during ERT transition, those who taught practical modules were particularly affected. Without access to facilities such as the training bakeries and kitchens, wine-tasting laboratory and production restaurants, participants had to try to replicate these experiences online. The study showed that, overall, the participants adopted novel ways to adapt to the challenges they experienced, often with help and support from colleagues in their teaching teams and the University’s Information Communication and Technology (ICT) staff. Indeed, in some instances, the participants found it very satisfying and beneficial once they had mastered the virtual learning environment (VLE). Nonetheless, many participants reported a deficit in some students’ practical culinary arts skills upon return to campus as a result of COVID-19 restrictions. Based on the findings from the participants, the study makes a number of key recommendations both for SCAFT and for the wider academic community to help prepare for a future emergency such as COVID-19.

Date of Award	Jul 2026
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Technological University Dublin
Supervisor	Leanne Henderson (Supervisor) & Alison MacKenzie (Supervisor)