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Volume 13, Issue 1, 2024

Online ISSN: 2182-1054

Volume 13 , Issue 1, (2024)

Published: 01.05.2024.

Open Access

Dear Readers,

It is a privilege to introduce our first 2024 issue (Vol 13) of the International Journal of Food Studies.

The journal mission was again well addressed, with a diverse research authorship and a stimulating discussion in the area of food education, food research and innovation.

The consumer was one of the main themes through this issue:

  • Guo presented an analysis of the power of media to shape consumer attitude towards meat alternatives and the opportunities that policy makers have in this area.
  • Un Nisa et al studied the quality assessment of a strawberry juice with prebiotic fibre processed with ultrasound, showing how ultrasound processed samples obtain higher scores in sensory acceptability.
  • Acella and colleagues aimed to enhance the knowledge on the perception of quality by consumers of short food supply chain products, with 20 case studies of SFSCs across Europe. Social characteristics of the products such as genuineness were seen as major criteria.

A second main topic in this issue was shelf life:

  • Andriani et al studied a traditional Indonesian fish shelf life demonstrating that vacuum packing and salt may contribute to extend the short shelf life of this product.
  • Susantia and Kristamtini assessed in vivothe ability of black garlic extracts to maintain blood sugar homeostasis as well as reducing low density lipoprotein levels and increasing the high density lipoproteins.
  • Haddad and Bani-Hani assessed the ability of protective cultures to extend the shelf life of Labaneh, a traditional dairy product from Jordan. 
  • Duc Vu and colleagues presented an analysis of the efficiency of the commercial production of dried Segestid shrimp studying losses and bringing a better understanding of the production of this traditional Vietnamese product.

Finally, food and health was the third underlying theme, where:

  • Najat and colleagues discussed the issue of brucellosis in dairy farms in Morocco, identifying a number of knowledge gaps in farmers and potential risks associated.
  • Hernandez et al. presented a study highlighting the need to characterise liquids for dysphagia patients and the importance of rheology in these preparations.
  • Hasain et al. findings included that energy drinks available in Kosovo may exhibit higher concentrations of caffeine than those levels declared in the label, highlighting the need to potentially secure the food safety and integrity of these products.

I would like to thank all the authors for their contributions, all the Editorial Board who continue to offer their voluntary work to this publication, the journal office that makes possible this issue and (last but not least) the Iseki Association support of the International Journal of Food Studies.

I wish you all a good reading.

Best regards,

Jesus Maria Frias Celayeta

Editor-in-Chief International Journal of Food Studies

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Contents

18.04.2022.

Original scientific paper

Student perceptions of collaborative and blended learning in food science and technology

Blended learning refers to the use of conventional face-to-face learning experiences in combination with online education resources and practices. An increase in enrolments and a more diverse student body has intensified the demand to develop first-year teaching and learning pedagogies. Food science and technology lecturers must facilitate constructive learning in order to develop student skills, including critical thinking, teamwork, and self-directed learning. The aim of this investigation was to evaluate student perceptions of collaborative and blended learning. Students were exposed to various technology-enhanced pedagogical tools and face-to-face teaching strategies such as online academic journal reflections, video screencasts, group assignments, food processing practicals, and group crossword puzzles. A mixed-method survey consisting of multiple-choice, a 5-point Likert scale, and open-ended qualitative questions was administered via Blackboard. A total of 133 students were registered for the module, and 72.1% (n = 96) completed the survey. In this study, respondents felt they were prepared to complete the online group assignments (82%), which illustrates that they could learn the course material through collaboration. Moreover, 87% of the students agreed that they could keep up with the coursework in the blended format. Students recommended that there should be more lecture designed video screencasts, and they should be offered more opportunities to do oral presentations in this module. The respondents positively received collaborative and blended learning. The findings of this study, in general, affirm the merits of incorporating blended and collaborative learning in food science and technology curricula.

Vusi Mshayisa

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