What frustrates hospitality students at the mandatory synchronous online classes?

Lianping Ren, Jieqi Guan, Pimtong Tavitiyaman

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)


As a result of the COVID-19 pandemic, most tertiary teaching and learning activities, including hospitality programs, have shifted to online platforms for an extended period. This is probably the first time that hospitality institutions have implemented mandatory synchronous online classes. While this has been deemed the best available solution, various issues and hurdles have hindered the learning process and harmed students’ learning experience. Drawing mainly on qualitative data from a large-scale qualitative survey and seven focus group interviews involving 44 students, this study identifies factors that cause students anxiety and frustrate their learning process. These are categorized into interaction barriers, technical barriers, psychological and emotional barriers, perceived learning outcomes, lecturers’ experience, class and course administration, and physical discomfort. Recommended adjustments to practice are discussed.

Original languageEnglish
Pages (from-to)2-14
Number of pages13
JournalJournal of Hospitality and Tourism Education
Issue number1
Early online date23 Aug 2021
Publication statusPublished - 2022


  • Online learning
  • frustration
  • hospitality students
  • synchronous online class


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