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.
Bailey R, Smith M. ASEE Annual Conference a Exposition Proceed-ings. 2013;
2.
Bates W. Teaching in a Digital AgeTeaching in a Digital Age Guidelines for designing teaching and learning. 2015;
3.
Biggs J, Tang C. Teaching for Quality Learning at University (4th). 2004;
4.
Bliuc A, Goodyear P, Ellis R. Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. Internet and Higher Education. 2007;(4):231–44.
5.
Bohlscheid J, Davis J. Higher Education Science Student Perspectives on Classroom Instructional Methods: A Pilot Study. Journal of Food Science Education. 2012;(4):59–63.
6.
Cabero J, Llorente C, Puentes A. Online Students´Satisfaction with Blended Learning. Comunicar. 2010;(35):149–57.
7.
Campbell-Platt G. Food Science and Technology. 2009;
8.
De La F, López S, Ferrando F, Fabregat-Sanjuan A. Learning/training video clips: an efficient tool for improving learning outcomes in Mechanical Engineering. International Journal of Educational Technology in Higher Education. 2016;1–13.
9.
Duffrin M. Integrating Problembased Learning in an Introductory College Food Science Course. Journal of Food Science Education. 2006;(1):2–6.
10.
Ellis R, Pardo A, Han F. Quality in blended learning environments -Significant differences in how students approach learning collaborations. Computers Education. 2016;90–102.
11.
Flint S, Stewart T. Food Microbiology-Design and Testing of a Virtual Laboratory Exercise. Journal of Food Science Education. 2010;(4):84–9.
12.
Flores Ò, Del-Arco I, Silva P. The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education. 2016;(21):1–12.
13.
Gachago D, Morkel J, Hitge L, Van Zyl I, Ivala E. Developing eLearning champions: a design thinking approach. International Journal of Educational Technology in Higher Education. 2017;(30):1–14.
14.
Garrison D, Kanuka H. Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education. 2004;(2):95–105.
15.
Gezer-Templeton P, Mayhew E, Korte D, Schmidt S. Use of Exam Wrappers to Enhance Students’ Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course. Journal of Food Science Education. 2017;(1):28–36.
16.
Giacalone D. Enhancing student learning with case-based teaching and audience response systems in an interdisciplinary Food Science course. Higher Learning Research Communications. 2016;(3):3–304.
17.
Gill D. Effective Blended Learning Techniques. Journal of College Teaching a Learning. 2009;(2):1–14.
18.
Graham C. Blended learning systems. The handbook of blended learning: Global perspectives, local designs. 2006;3–21.
19.
Gregory S, Di Trapani G. A blended learning approach to laboratory preparation. International Journal of Innovation in Science and Mathematics Education. 2012;(1):56–70.
20.
Güzer B, Caner H. The Past, Present and Future of Blended Learning: An in Depth Analysis of Literature. Procedia -Social and Behavioral Sciences. 2014;4596–603.
21.
Ja’ashan H, M. Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha. English Language Teaching. 2015;(9):40–50.
22.
Hassanien A. Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel and Tourism. 2006;(1):17–39.
23.
He W, Holton A, Farkas G, Warschauer M. The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction. 2016;61–71.
24.
Hollis F, Eren F. Implementation of Real-World Experiential Learning in a Food Science Course Using a Food Industry-Integrated Approach. Journal of Food Science Education. 2016;(4):109–19.
25.
Hubackova S, Semradova I. Evaluation of Blended Learning. Procedia -Social and Behavioral Sciences. 2016;551–7.
26.
Kavadella A, Tsiklakis K, Vougiouklakis G, Lionarakis A. Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students. European Journal of Dental Education. 2012;(1):88-e95.
27.
Kirschner P. Using integrated electronic environments for collabora-tive teaching/learning. Learning and Instruction. 2001;21–9.
28.
Korte D, Reitz N, Schmidt S. Implementing student-centered learning practices in a large enrollment, introductory food science and human nutrition course. Journal of Food Science Education. 2016;(1):23–33.
29.
Kuhn C, Zlatkin-Troitschanskaia O, Brückner S, Saas H. A new video-based tool to enhance teaching economics. International Review of Economics Education. 2018;24–33.
30.
Liceaga A, Ballard T, Skura B. Incorporating a Modified Problem-Based Learning Exercise in a Traditional Lecture and Lab-Based Dairy Products Course. Journal of Food Science Education. 2011;(2):19–22.
31.
Linton D, Farmer J, Peterson E. Is peer interaction necessary for optimal active learning? CBE-Life Sciences Education. 2014;(2):243–52.
32.
López-Pérez M, Pérez-López M, Rodríguez-Ariza L. Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers a Education. 2011;(3):818–26.
33.
Ma S, Steger D, Doolittle P, Stewart A. Improved Academic Performance and Student Perceptions of Learning Through Use of a Cell Phone-Based Personal Response System. Journal of Food Science Education. 2018;(1):27–32.
34.
Marchalot A, Dureuil B, Veber B, Fellahi JL, Hanouz JL, Dupont H, et al. Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training. Anaesthesia Critical Care and Pain Medicine. 2018;(5):411–5.
35.
Mason G, Shuman T, Cook K. verting (Flipping) Classrooms -Advantages and Challenges. 2013 ASEE Annual Conference and Exposition Proceedings. 2013;
36.
Meyer S, Wohlers S, Marshall B. Blended learning: Student experiences. Rhetoric and Reality: Critical perspectives on educational technology. 2014;89–98.
37.
Mshayisa V. Students’ perceptions of Plickers and crossword puzzles in undergraduate studies. Journal of Food Science Education. 2020;(2):49–58.
38.
Nouri J. The flipped classroom: for active, effective and increased learning -especially for low achievers. International Journal of Educational Technology in Higher Education. 2016;(33):1–10.
39.
Okaz A. Integrating Blended Learning in Higher Education. Procedia -Social and Behavioral Sciences. 2015;600–3.
40.
Olivier J. Blended learning in a firstyear language class: Evaluating the acceptance of an interactive learning environment. Literator. 2016;(2).
41.
Olmos G, Ruiz-Torres M, Calleros L, Cortés M, De Frutos S, Ospina R, et al. Elaboració i ocupació de materials didàctics per a millorar l’ensenyament pràctic en l’assignatura de fisiologia humana en el grau de ciències de l’activitat física i de l’esport. avaluació de resultats. RUSC Universities and Knowledge Society Journal. 2014;(11).
42.
Osborne D, Byrne J, Massey D, Johnston A. Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student-student collaboration: A mixed method study. Nurse Education Today. 2018;40–6.
43.
Owston R, York D, Murtha S. Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education. 2013;38–46.
44.
Pillay R, Gerrard P. Implementing a “blended learning approach” in a social work course: The perceptions of firstyear students at a South African University. Social Work/Maatskaplike Werk. 2014;(4):497–510.
45.
Poon J. Blended learning: an institutional approach for enhancing students’ learning experiences. Journal of online learning and teaching. 2013;(2):271–88.
46.
Posey L, Pintz C. Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges and outcomes. Nurse Education in Practice. 2017;126–33.
47.
Rocca C, Margottini M, Capobianco R. Collaborative Learning in Higher Education. Open Journal of Social Sciences. 2014;61–6.
Shantakumari N, Sajith P. Proceedings of the 6th Annual Scientific Meeting of Gulf Medical University. 2014;183–94.
50.
Shu H, Gu X. Determining the differences between online and face-to-face student-group interactions in a blended learning course. The Internet and Higher Education. 2018;13–21.
51.
Smyth S, Houghton C, Cooney A, Casey D. Students’ experiences of blended learning across a range of postgraduate programmes. Nurse Education Today. 2012;(4):464–8.
52.
So HJ, Brush T. Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers and Education. 2008;(1):318–36.
53.
Thai N, De Wever B, Valcke M, Maza E, Gómez Lozano M, Cardozo Alarcón A, et al. Blended learning supported by digital technology and competency-based medical education: a case study of the social medicine course at the Universidad de los Andes. Colombia International Journal of Educational Technology in Higher Education. 2017;(27):1–13.
54.
Vaughan N. A blended community of inquiry approach: Linking student engagement and course redesign [Special Issue on the Community of Inquiry Framework: Ten Years Later]. The Internet and Higher Education. 2010;(1):60–5.
55.
Waha B, Davis K. University students’ perspective on blended learning. Journal of Higher Education Policy and Management. 2014;(2):172–82.
56.
Yigit T, Koyun A, Yuksel A, Cankaya I. Evaluation of Blended Learning Approach in Computer En-gineering Education. Procedia -Social and Behavioral Sciences. 2014;807–12.
The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.
