Innovating European Studies through Blended Learning

In the era of globalization and the internationalization of education systems there is an increasing demand for inter-university cooperation and the exchange of best practices. In this context, ICT learning tools represent a valuable alternative to traditional, face-to-face, exchange channels. However, the biggest challenge is to know how to make the best choice out of multiple ICT opportunities, balancing between the presence of the human factor (i.e. instructor) and the self-learning tools. This paper represents an original contribution that shares the first-hand experience with the design and coordination of an online course in 2011, using blended learning for the purpose of promoting inter-university cooperation with Bilkent University, Ankara. The pilot project ‘blended’ various teaching tools, such as traditional classroom meetings, videolectures, videoconferences with Bilkent University, online problem-based learning (PBL) tutorials and group research. The study claims the advantages of the blended learning approach over a fully online learning in teaching European studies. The main argument is twofold. On the one hand, the combination of the traditional face-to-face and the online teaching methods answer the needs of the multidisciplinary field of European studies and the constantly evolving nature of the European political system. On the other hand, the right ‘blend’ of ICT tools with the traditional face-to-face approach increases the efficiency of the learning process and provides more flexibility to nowadays learners, who are usually combining their studies with internships, jobs or research activities. The paper engages in discussing the best practices with the blended learning approach, but also the specific problems that have arisen during the course design and implementation, highlighting potential solutions to overcome the limitations of this pedagogical approach.