Synchronous Online-Teaching on EU Foreign Affairs: A Blended-Learning Project of Seven Universities between E-Learning and Live Interaction

Abstract

Together with 6 universities in Germany, we organised a seminar on the inter-relations between crises in Europe and their effects on European foreign affairs. The seminar was conceptualised with regard to two dimensions: (1) weekly live-interaction between more than 150 students with a clear schedule for discussions and presentations, and (2) an e-learning portal that constituted the main reference for various elements of learning and information exchange. Within this framework, students in working groups across different universities critically developed problem-based assumptions and arguments on EU foreign affairs both live and through the e-learning portal. The projects thus included both synchronous teaching and blended-learning elements. Our aim was to particularly link students from different disciplinary and knowledge backgrounds who discussed current issues of EU studies/ EU foreign affairs. In this paper, we interrogate and reflect on this teaching experience by elaborating on its technical and didactical aspects, presenting its innovative character, outlining its strengths and weaknesses, and providing recommendations for colleagues.

Introduction: Innovative Teaching on European (Foreign) Affairs

“…As guest editors we have selected papers according to their level of innovation for teaching EU (Foreign) Affairs and that at the same time cover a variety of teaching approaches as well as represent a diverse and multinational academic background of the authors. Our contributions talk about research-led teaching by linking policy briefs and employability (Lightfoot 2020), responsive teaching in times of radical change (O´Mahony 2020), synchronous teaching among 13 universities (Plank and Niemann 2020), and teaching EU foreign policy via Problem-based learning (Tonra 2020). We decided not to include a paper on EU simulations because there is now a relatively established body of literature on EU simulations and role-plays Settembri 2012, 2014;Muno et al 2013;Muno et al 2018;Niemann et al 2015;Usherwood 2014;Van Dyke et al 2000).…”

“…The contributions to this special section offer insights into a variety of best practices of how teaching European politics and European Foreign Affairs can apply active learning pedagogy with a particular focus on several important prerequisites for learning, i.e. (1) to increase the ownership of students as researchers (Tonra 2020, Mahoney 2020, Plank and Niemann 2020, (2) to raise awareness for their subjectivity in the learning process (esp. Mahoney 2020), (3) to stimulate critical thinking by exposing students to different views from either other students or disciplines (esp.…”

“…Mahoney 2020), (3) to stimulate critical thinking by exposing students to different views from either other students or disciplines (esp. Plank and Niemann 2020; Mahoney 2020), (4) to enhance student's technical and media skill in the digital age (Plank and Niemann 2020;Mahoney 2020), and (5) to foster student's employability (esp. Lightfoot 2020, but also Plank and Niemann 2020).…”

“…By supporting students in developing and experimenting with sense-making tools that reach beyond the classroom they are able to develop their analytical and reflective skills and they see the added value of academic research processes for understanding societal and political developments. Plank and Niemann (2020), in a similar manner to Tonra and O´Mahoney, aim at exposing students to the complexity of policy issues, while at the same time responding to the demand for an increased use of a digital teaching environment. They document their experience with two editions of a synchronous inter-university online-teaching course, which combined inverted lectures, online exchanges and a variety of local activities.…”

“…It is, however, not only students who might need to re-adjust their role expectations. Academics, too, need to re-consider their role as instructors (Plank and Niemann 2020), become more aware of their subjectivity (O´Mahoney 2020), be willing to be more responsive and more flexible (O´Mahoney 2020), and feel less in control at times (Plank and Niemann 2020).…”