Food Preservation Technology is a main module within a course integrated in a Master of Science program in Food Consumption at Universidade Aberta, Portugal. The pedagogical model adopted at Universidade Aberta encourages open practices such as teamwork and participation at the forums for learning exchange. E-learning and b-learning tools are increasingly used in the actual global world, providing the students with a great opportunity to study from distance and submit their digital works or assignments for evaluation. However, in this case the distinctive evaluation of each student and classification with the respective grade may seem to be a significant problem for the teachers. During this module for each assignment topic, every student chose a different subject related to their professional or academic interests. This gives the student a chance to improve scientific knowledge within each topic and to further explore the proposed subject. Herein we have analysed how the different assignments that students completed within this module can reflect students’ commitment to study and actively seek for their own knowledge. Besides, the following points were also taken into consideration: (1) the difficulties that a teacher might have when evaluating students’ submitted assignments; (2) the tools that the teacher has to differentiate the quality of different assignments; as well as (3) the description of how grades can be differentiated between the students. The assignments were both teamwork and individual work that resulted from previous learning activities. In this paper, we have thus tried to understand the main limitations that students have to overcome while working on the evaluation assignments. The analytical data retrieved from the assignment’s forums reveal that only a very small part of information exchanged has a constructive nature and adds value to the work to be done. From the analysed data of the works presented by the students, it is evident that they did not use an accurate bibliographical state-of-the-art list. We also debate the teamwork evaluation process within the e-learning system and its relationship with the contemporary state-of-the-art of each discussed theme, namely Drying and water activity control, Chemical preservation, Curing, Pickling, Smoking, Fermentation, Modified atmosphere, High pressure processing, Ohmic heating, Irradiation, Membrane processing, Pulsed electric fields, and Microwave processing.

食品保存技术是该课程的一个主要模块，该课程与葡萄牙阿伯塔大学的食品消费科学硕士课程相集成。艾伯塔大学采用的教学模式鼓励开放式实践，例如团队合作和参加论坛的学习交流。在线学习和b学习工具在实际的全球世界中越来越多地使用，为学生提供了一个很好的机会，可以远距离学习并提交其数字作品或作业以进行评估。但是，在这种情况下，对每个学生进行独特的评估以及对各个年级进行分类似乎对教师来说是一个重大问题。在该模块中，针对每个作业主题，每个学生都选择与其专业或学术兴趣相关的不同主题。这使学生有机会提高每个主题的科学知识，并进一步探索提出的主题。在这里，我们分析了学生在该模块中完成的不同作业如何反映学生学习和积极寻求自己的知识的决心。此外，还考虑了以下几点：（1）教师在评估学生提交的作业时可能遇到的困难；（2）教师用来区分不同作业质量的工具；以及（3）如何区分学生之间的成绩的描述。作业既是团队合作又是先前学习活动产生的个人工作。在本文中，因此，我们试图理解学生在进行评估作业时必须克服的主要限制。从任务论坛获取的分析数据表明，交换的信息中只有很小一部分具有建设性，并为要完成的工作增加了价值。从学生展示的作品的分析数据来看，很明显他们没有使用准确的书目最新清单。我们还讨论了电子学习系统中的团队合作评估过程及其与每个讨论主题的最新技术水平之间的关系，即干燥和水活度控制，化学防腐，固化，酸洗，熏制，发酵，改良大气，高压处理，欧姆加热，辐照，膜处理，脉冲电场，