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BFJ
112,5 Food consumer science
post-graduate courses:
comparison of face-to-face versus
544
online delivery systems
Ana Pinto de Moura
REQUIMTE, University of Porto, Porto, Portugal, and
Open University of Portugal, Portugal
Luı́s Miguel Cunha
REQUIMTE, University of Porto, Porto, Portugal, and
SEACA, Faculty of Sciences, University of Porto, Porto, Portugal
Ulisses Miranda Azeiteiro and Luı́sa Aires
Open University of Portugal, Portugal, and
Pedro Graça and Maria Daniel Vaz de Almeida
Faculty of Nutrition and Food Sciences, University of Porto, Porto, Portugal
Abstract
Purpose – The purpose of this paper is to compare face-to-face versus online course delivery systems
in the area of food consumption and to analyse the students’ expectations and experiences. It aims to
analyse the following dimensions: general expectations, learning organization and interactions in
students’ discourses.
Design/methodology/approach – The methodology adopted is of interpretative nature using
semi-structured qualitative interviews. An interview guide was designed taking into account the
learning modalities (styles and strategies), materials and learning tools, teacher-student interaction
and peer interaction dimensions. The students of both courses were interviewed in the second semester
of the curricular year of the respective MSc degrees.
Findings – This study has shown that face-to-face and online students are equally satisfied with
their courses revealing the same confirmed general expectations. Comments for both course delivery
systems are the need for more laboratory and practical classes. Results from this study also indicated
that face-to-face and online educations are effective training food consumer sciences students
suggesting, however, that both systems should evolve to blended-learning.
Practical implications – Both course delivery systems (face-to-face and online) contributed to the
competencies acquisition in Food Consumer Sciences. B-learning appears as the natural convergence
of students needs.
Originality/value – The online course results of the discourse analysis suggest the success developing
a learning community pointing out the role of the online instructor and the course coordinator. The paper
provided useful data and knowledge on which further research can be carried out.
Keywords Learning, Students, Food products, Teaching methods, Internet, Classrooms
Paper type Research paper
British Food Journal
Vol. 112 No. 5, 2010
pp. 544-556 Introduction
q Emerald Group Publishing Limited Food related study programmes, as any other study programme in Europe, are faced
0007-070X
DOI 10.1108/00070701011043781 with the requirements of the Bologna Process for creating the European Higher
Education Area (EHEA) (EC, 2007), following the Bologna Declaration (CRE, 2000). To Face-to-face vs
comply means adoptions, specially in terms of programmes restructuring (three cycles, online delivery
modularisation) and moving from a teaching centred approach, by employing learning
outcomes, involving also generic competences, in curriculum design and quality systems
assessment (Schleining et al., 2007).
Due to the multidisciplinary nature of food studies, in the large variety of European
Food Sciences programmes the central core considers food technology, consumer 545
sciences, business and economics, nutrition and health studies (see Table I).
Face-to-face classroom courses are offered together with online courses. There has
been a virtual explosion in the number of online offerings among universities
worldwide. Many institutions are turning to online delivery of courses (Lewis et al.,
1999; Lapsley et al., 2008). It is important to know if students are in fact gaining
knowledge equivalent to face-to-face classrooms through online delivery methods/
medium. The research question is whether online course produce equivalent
performance, satisfaction and expectations compared to face-to-face courses. Research
on the online course delivery methods has considered the impact of online and
face-to-face methods on performance, satisfaction, and perceptions of online students,
the nature of the online learning process, and communication issues during the online
course (Hansen, 2008). Recent works suggested that the online learning pedagogy
might be superior in its overall effect on student performance (Lapsley et al., 2008).
There is evidence to suggest that online students are less satisfied with their courses
than are those in face-to-face classroom-based courses (McFarland and Hamilton, 2005).
However, compared to face-to-face methods, online instruction allowed students to have
a more accurate perception of the effectiveness of their own learning (Shohreh and
Keesling, 2000), and online classes increase student-to-professor interaction as well as
critical thinking (Hay et al., 2004; Swan, 2003). Online courses seem to produce the same
level of student performance as face-to-face courses (Johnson et al., 2000; Weber and
Lennon, 2007), producing comparable learning outcomes when using similar
instructional methods (Sitzmann et al., 2006). Research comparing online and
face-to-face course delivery methods has sought to demonstrate the equivalence of
student performance in online and face-to-face courses (Lapsley et al., 2008). Research has
yet to determine whether online learning makes a unique contribution to the educational
process itself (Hansen, 2008). Hansen (2008) examined the unique proposition that online
course delivery is superior to face-to-face when it comes to applied-learning and is thus
superior in the process of knowledge transfer. The results indicated the usefulness of
online courses for developing skills leading to the application of classroom knowledge to
real-world projects. Online students should have greater inclination to transfer
knowledge to a new domain, greater sense of community and communication, and
greater ownership of knowledge and independence (Hansen, 2008).
Online vs classroom courses comparison studies can be found in the literature in
several teaching subjects ( Johnson et al., 2000; Hay et al., 2004; McLaren, 2004;
McFarland and Hamilton, 2005; Webb et al., 2005; Friday et al., 2006; Weber and
Lennon, 2007). Shanley et al. (2004), reported a study comparing two different
educational methods in food science teaching: face-to-face classroom and distance
education via CD-ROM and internet courses were success of the participants was
evaluated. Results from this study indicated that distance education is a viable method
of training food service professionals.
 BFJ

546
112,5

sciences
Table I.
Examples of the
European offer of master
courses on food consumer
Course length
Institution (country) Degree (years) Course content Learning environment

Wageningen University (The Netherlands) Master’s in Management, 2 Food technology, health Classroom course
Economics and Consumer studies, consumer sciences
Ensia (France), Lund University (Sweden), European Master’s Degree in 2 Food technology, consumer Classroom course
University College Cork (Ireland) Wageningen Food Studies sciences, business
University (The Netherlands)
The Fulda University of Applied Sciences, Master’s in International 2 Food and agricultural Classroom course
Department of Nutritional, Food and Consumer Food Business and economics, business,
Sciences and The Kassel University, Faculty Consumer Studies consumer studies
Organic Agricultural Sciences (Germany)
University of Porto, Faculty of Sciences and MSc in Consumer Sciences 2 Agricultural systems, food Classroom course
Faculty of Nutrition and Food Sciences (Portugal) and Nutrition technology, consumer
sciences and nutrition
Universidade Aberta – Open University of MSc in Food Consumption 2 Food biochemistry, food E-learning
Portugal, Department of Exact and Technological Sciences preservation and consumers
Sciences (Portugal) issues
Note: All courses present 120 ECTS credits
This study aims to study the differences between participants taking online courses at Face-to-face vs
MSc level and those taking the face-to-face course in the area of food consumption and online delivery
to analyze the students’ expectations and experiences.
systems
The class-room and online courses characterization
Online MSc in Food Consumption Sciences
The Department of Exact and Technological Sciences of Universidade Aberta (UAb 547
– the Portuguese public distance learning university) offers the e-learning MSc in
Food Consumption Sciences course (face-to-face started in January 2005 and changed
to online in September 2007). This is a formal course, organized according to the
European Credit Transfer and Accumulation System (ECTS), and in accord with the
pedagogical model of UAb. For master’s degrees the model promotes a strong
interaction and collaboration between students and teachers and takes students as
active builders, where the communication is mostly asynchronous (Pereira et al.,
2007). Most of the modules are taught in e-learning mode and supplemented by
occasional face-to-face lectures for supporting practical activities. The course has the
duration of four semesters, being the first two semesters dedicated to the modular
units that constitute the curricular year (60 ECTS) and the last two dedicated to the
preparation, orientation and presentation of an original dissertation which accounts
for a further 60 ECTS (Caeiro et al., 2008). Each module from the MSc in Food Science
and Consumption is organised in a set of topics, each of them developed in a two to
four week period. Generally, each topic is associated to one learning activity. The
teaching and learning method used engages the student in active learning. This is
achieved through the inclusion of a number of activities with accompanying teacher
commentaries such as: surveys, quiz, assignments and compulsory discussion groups
(moderate by the module teacher), searching on the internet access online databases
(Moodle). Support materials include books, e-books, research papers, internet sites,
slide presentations and original teachers’ documents. Examples, case studies, news
from media and original research are used to bring the subject to life and to help
students to link theory to their practice (Moura et al., 2008).

Classroom MSc in consumer sciences and nutrition

The Faculty of Science and the Faculty of Nutrition and Food Sciences, of the
University of Porto, offer an MSc course degree on Consumer Science and Nutrition
since September 2007. This course corresponds to a second cycle degree and follows
the recent National legislation regarding the adaptation to the Bolonha Process
(INCM, 2005, 2006) in Portugal. The course has the duration of four semesters, being
the first two semesters dedicated to the curricular units that constitute the curricular
year (60 ECTS) and the last two dedicated to the preparation, orientation and
presentation of an original dissertation which accounts for a further 60 ECTS. All the
curricular units are taught face-to-face. Classes are given on a modular basis, being
concentrated on Fridays and Saturdays, to allow students to follow the course while
abiding the needs of a professional career. Most classes are supported on slide
presentations or on the use of specific computer applications and software (e.g. the
use of SPSS for Windows during the unit on Quantitative Methods for Consumer
Research). Support materials include books and book chapters, research papers,
internet sites, slide presentations and original teachers’ documents. Students’
BFJ evaluation range from single written examination to continuous evaluation systems
112,5 with a combination of various formats, such as self-study reports, fieldwork reports,
oral and poster presentations, etc.

Materials and methods

The methodology adopted is of interpretative nature (Denzin and Lincoln, 1994) using
548 the semi structured qualitative interviews (Fontana and Frey, 1994).
In order to accomplish this objective an interview guide was designed taking in
account the following dimensions (Aires et al., 2007):
. learning modalities (styles and strategies);
.
materials and learning tools;
.
teacher-student interaction; and
.
peer interaction.
The students of both courses were interview in the second semester of the curricular
year of the masters. In the online course the students participating in the interview
were seven (Table II), in the online course and five (see Table III), in the classroom
course.
The methodology used for the qualitative approach included as procedure, the
analysis of the Bardin content (1977). There were privileged three analysis dimensions
in students’ discourses: general expectations; learning organization and interactions,
are presented in Figure 1.

Results
From the research performed a number of results were reached. First of all it has been
confirmed that both face-to-face and online delivery systems share a number of

Academic
Code (O-online) Gender degrees Professional activity Residence area

O 01 Male Chemical Teacher Lisbon (Central of

engineering Portugal)
O 02 Male Food Professional in food safety and Azores (Island,
engineering sanitation industry Portugal)
O 03 Female Nutritional Nutritionist Central Portugal
sciences
O 04 Male Military Army Porto (Northern of
sciences Portugal)
O 05 Female Biology Teacher Matosinhos (Northern
Portugal)
O 06 Female Biotechnology Responsible for the department Valongo (Northern
Table II.
engineering of food quality and production Portugal)
Characterization of the
online class interview O 07 Female Nutritional Nutritionist/food safety and Santa Maria da Feira
subjects sciences food quality consultant (Northern Portugal)
 Face-to-face vs
Code
(CR – class online delivery
room course) Gender Academic degrees Professional activity Residence area systems
CR 08 Female Food Engineering (BSc) Technician at molecular Ermesinde
biology laboratory (Northern Portugal)
CR 09 Female Nutritional Sciences Clinical nutritionist Setúbal (Central 549
(higher diploma) Portugal)
CR 10 Female Nutritional Sciences Nutritional instructor Porto (Northern
(higher diploma) Portugal)
CR 11 Female Dietetics (higher Dietician in a hospital Porto (Northern Table III.
diploma) environment Portugal) Characterization of the
CR 12 Male Biology (higher Professional in food safety Maia (Northern face-to-face classroom
diploma) industry Portugal) course interview subjects

Figure 1.
Analysis categories

confirmed general expectations from students interview analysis: actualization and

search for knowledge; knowledge profit with the interactions with the teachers; the
access to online libraries and scientific and methodological presence and support by
the teachers resulting in a professional valorisation.
. . . in the face to face regime the teacher’s role is to teach to the class (. . .) and then students
have to work by themselves. Not in this case, in this case there are . . . there are fora and
conversation between student and teacher that I think is . . . is very demanding (O 04).
BFJ . . . telling their experiences is a positive point for us, we can learn from the way they act in
certain situations, it is not only about classes learning subjects (CR 09).
112,5
. . . other positive aspect is . . . the information, the knowledge . . . that teachers have and their
formation that . . . they bring to us (CR 11).
The discrepancies were the difficulties with statistical contents and English resources
550 for learning for both delivery systems. Students from both courses felt the need for
laboratory and practical classes (see Table IV).
The major differences between face-to-face and online course delivery systems were
the use and the importance of the online form and course coordination in the online
system (see Table IV).
The Learning Organization analysis behind the similitude of both delivery systems
(daily investment in the course; large number of academic works; teachers support and
availability; continuous evaluation; group work; online libraries research; study
resources provided by the teachers; sound scientific competencies of the teachers and
good relations between students and teachers (see Table V) pointed out some
differences, namely: the interaction by e-mail, phone, messaging and extra class email
in the face-to-face system and the importance for online communication and exclusivity
in the online system (see Table V).
. . . there was a discovery from both parts, students and teachers (O 01).

. . . but the internet question is in fact a tool that makes our work easier in a academic way;
I think that is . . . that is fabulous and everybody knows it (O 01).

. . . they gave us . . . the formation that we need in what classes are concerned, but they are
also available for helping and support us (CR 09).

General expectations
Similitude Differences

Actualization and search for knowledge Face-to-face

Knowledge profit with the interactions with the Availability of the teachers in the classroom and
teachers outside classroom
Family support Direct and synchronous communication with
Online libraries colleagues and teachers
Scientific and methodological presence and Low use web-based learning platform
support by the teachers Students want that teachers use more the web-
Professional valorisation based learning platform
Good class environment Early support in the dissertation project
Absence of laboratories and practical classes Availability of learning resources in the platform
Difficulties in statistics earlier
Difficulties studying English resources Online
Too much work Course coordinator available, interacting in
Table IV. Investment on the course behind working hours multiple ways, daily promoting a (learning)
Comparative analysis and no time for family and other activities (lack of community
between the online and free time and family time) Strong interaction in the online learning platform
face-to-face courses: Good coordination (between teachers) that was better than expected
general expectations More laboratory and practical classes
 Face-to-face vs
Learning organization
Similitude Differences online delivery
Daily investment in the course Face-to-face
systems
Large number of academic works (without proper Availability of study resources earlier
discussion) Communication between students outside
Teachers’ support and availability classroom by e-mail, phone, chat, messages 551
Different evaluation modes Methodological rigor and teachers emphasis on
Continuous evaluation bibliography selection, program and evaluation
Group work Strong preoccupation with the dissertation project
Online libraries’ research Online
Study resources provided by the teachers Learning contracts regulate the learning process
Sound scientific competencies of the teachers and teachers’ emphasis on guidance and Table V.
Good relations between students and teachers evaluation Comparative analysis
Strong interactivity between the online and
Communication in the discussion forum face-to-face courses –
Emphasis on affective and interpersonal relations learning organization

But we can Schedule contact with the teacher through the email, we can contact . . . and ask
for an appointment at a particular time. I . . . it happened with me (CR 08).
In the Interactions analysis (student-student and teacher-student) very good class
environment, conflicts absence and peer complicity were the aspects shared by both
course delivery systems (see Table VI).
I think that in what the relations with the teachers are concerned everything is good. I do not
know . . . if it will be best the face-to-face system (. . .) they stimulate, motivate (O 03).

I think there is a good relation, we are few, and that it is easier to reach the teachers and get
the feedback (CR 11).

Interactions
Similitude Differences

Very good class environment Face-to-face

Conflicts absence Physical presence of the teachers facilitates interaction and work
guidance
Peer complicity Teachers’ interaction in the classroom, e-mail, working meetings
Coordinator available: less availability for outside classes share of
experiences
Online
Almost permanent availability of teachers and students
Relations teacher-students favours activities guidance and orientation
Coordinator available interacting daily promoting a (learning)
community Table VI.
Group works very important in the learning process Comparative analysis
Very good class environment between the online and
Affective interaction face-to-face courses:
Strong sense of community (learning community) interactions
BFJ In what concerns differences the physical presence of the teachers facilitates
112,5 interaction and work guidance and less availability for outside classes, share of
experiences in face-to-face delivery system, contrasts to almost permanent availability
of teachers and students in the online delivery system. In the online delivery system it
was of clear importance the course coordinator availability, interacting daily and
promoting a (learning) community.
552 If there was no coordinator . . . I think that will be a lot . . . a lot of dispersion (O 05).
. . . the coordinator includes himself and bring us enthusiasm . . . it is a big help for the student
(O 04).
This strong sense of community (learning community) is highlighted in our results.
It was the best. Best than I had expected (O 01).
. . . they are persons that for ever will be our colleagues from the master course (O 03).
(the colleagues) are welcomed people for the future; I am not saying that . . . we phone every
week, but maybe in the future we are going to email us, just ask if everything is ok (O 06).
. . . we have a good and friendly environment . . . we are all passing trough the same
difficulties, so, we help each other ? (O 06).
The course has . . . has corresponded in a certain way . . . to my expectations; it is hard to see
the things getting better (CR 12).
. . . the friendship that exists in the group . . . is the strength that we need; we know that other
colleague is in a same situation, we try (CR 9).

Discussion
Face-to-face and online educations are effective educating delivery methodologies for
Food Consumption Sciences. Online education provides students an alternative facing
individuals busy lifestyle, allowing students to be able to proceed, at their own pace
and identify their own personal course timeline (Shanley et al., 2004). Flexibility,
interaction, teaching presence, collaborative learning and a great sense of community
are very important categories in online students’ discourses (Hansen, 2008). This sense
of online community seems to be a significant predictor of online learning outcomes
(Arbaugh, 2005).
Online and face-to-face students are equally satisfied with their courses. However,
online classes increase student-to-professor interaction increasing critical thinking
(Hay et al., 2004; Swan, 2003), and allowing online students to have a more accurate
perception of the effectiveness of their own learning (Shohreh and Keesling, 2000).
Interaction is a central construct in face-to-face and online learning. However,
interaction among peers, and with teachers, is privileged by online students (Swan,
2003). Teaching presence (Swan, 2004) has central role to promote not only a
conceptual learning but also a learning community (Peltier et al., 2007). Our study
clearly indicates the sense of belonging to a peer group.
Asked reformulations for both course delivery systems were the need for laboratory
and practical classes. Gynther (2005), claims that the previously existing gap in
face-to-face versus web-based online learning is disappearing. In the near future all
teaching will be supported by more or less digital or net-based flexible solutions in Face-to-face vs
their educational organisation. Blended learning allows them to benefit from both online delivery
presential, and new ways of learning, make innovation in otherwise traditional
university teaching easier and acceptable. Mixing the technologies of distance systems
education and the classroom seems to be a strong way to promote a better quality of
learning. The blended solutions may also have an organizational effect on students’
location and might also solve the time/space dimension and should be a way of making 553
learning more individualized (Thorne, 2003).
According to Arbaugh and Duray (2002), online course delivery system format
requires far more preparation and input from faculty than the traditional classroom
setting. Is the increased learning effectiveness worth the tremendous increase in effort
put forth by a department’s faculty? A future study should analyze the costs and
returns of each.

Conclusions
According to students’ discourses, both course delivery systems (face-to-face and
online) contributed to the competencies acquisition in Food Consumer Sciences. This
paper has indicated that face-to-face and online students are equally satisfied with their
courses revealing the same confirmed general expectations. Reformulations for both
course delivery systems are the apparent need for more laboratory and practical
classes, which seems to indicate the way to blended delivery system.

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Further reading
Pereira, A., Mendes, A.Q., Mota, J.C., Morgado, L. and Aires, L.L. (2003), “Contributos para uma
pedagógica do ensino online pós-graduado: proposta de um modelo”, Discursos, Série
Perspectivas em Educação, Vol. 1 (in Portuguese), pp. 39-53.

About the authors

Ana Pinto de Moura is an Assistant Professor at Universidade Aberta (Open University of
Portugal), where she coordinates the online MSc course degree in Food Consumption Sciences.
She is a Researcher at Food Quality and Safety research group from the Associated Laboratory
REQUIMTE. Her main research topics relate to consumer behaviour towards food. She has
specific interest in e learning for sustainable food consumption, food risk perception, attitudes
towards food and nutrition, and perception of nutrition information. Ana Pinto de Moura is the
corresponding author and can be contacted at: apmoura@univ-ab.pt
Luı́s Miguel Cunha is an Associate Professor at the Faculty of Sciences, University of Porto,
were he is Head of the Department of Agrarian Sciences Engineering and Director of the MSc
course degree in Consumer Science and Nutrition. He is a Researcher at the Food Quality and
Safety Research Group from the Associated Laboratory REQUIMTE. His research focuses on
minimally processed fruits and horticultural produce, on consumer attitudes towards food safety
and quality and on consumer oriented sensory evaluation of foods.
Ulisses Miranda Azeiteiro completed his Aggregation in Biology at the Universidade Aberta,
Portugal, in 2006, and his PhD in Biology at the Universidade de Coimbra, Portugal, in 1999. He
is Assistant Professor with Aggregation at Universidade Aberta were his research focuses on
e-learning for environment, environmental education, sustainability and PBL in biology. At the
BFJ Institute of Marine Research, IMAR-CIC, Universidade de Coimbra, he coordinates the research
line Long Term Ecological Response to Global Changes.
112,5 Luı́sa Aires is Assistant Professor at the Department of Education of Universidade Aberta.
She holds a Master’s and a PhD in Education Sciences and her research interests focus on
educational communication, interpersonal relationships in e-learning and qualitative
methodologies in educational research.
Pedro Graça (BSc, PhD) is an Associate Professor at the Faculty of Nutrition and Food
556 Sciences, University of Porto, Portugal.
Maria Daniel Vaz de Almeida (BSc, PhD) is Professor of Community Nutrition/Public Health
Nutrition at the Faculty of Nutrition and Food Sciences, University of Porto. She was the
Portuguese coordinator of several European projects in the past years (Pro-Children, DAFNE,
Food in later life, HECTOR, Lipgene). Her research focuses on public health nutrition and food
consumption.

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