Hostname: page-component-74656f9884-rngvg Total loading time: 0 Render date: 2026-11-05T06:44:23.182Z Has data issue: false hasContentIssue false
  • English
  • Français

The Virtual Classroom: Teaching European Studies Through Webinars

Published online by Cambridge University Press:  01 January 2026

Alexandra Mihai
Alexandra Mihai*
Affiliation:
Institute for European Studies, Vrije Universiteit Brussel (VUB), Pleinlaan 5, 1st floor, 1050 Brussels, Belgium
*
E-mail: Alexandra.Mihai@vub.ac.be
Get access Rights & Permissions [Opens in a new window]

Abstract

This article analyses the impact of the use of synchronous e-learning tools on educators, in terms of achieving their teaching goals, taking as a case study the webinar series on current European Union affairs of the Institute of European Studies in Brussels. There is currently a gap in researching the use of technology-enhanced learning in social sciences, and this article aims at filling this gap by evaluating the pedagogical experience of teaching European Studies, a complex interdisciplinary field, through web-based seminars (webinars).

Keywords

Webinarsonline learningonline interactionEuropean Studies

Information

Type
Symposium
Information
European Political Science , Volume 13 , Issue 1 , March 2014 , pp. 4 - 11
Copyright
Copyright © 2014 European Consortium for Political Research

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Attwell, G. (2007) ‘Personal learning environments – the future of e-learning?’, eLearning Papers 2(1): 3-6.Google Scholar
Budka, P. and Mader, E. (2006) ‘E-learning in the social sciences: experiences with creating communities, networks and strategies’, Paper read at the conference Learning Communities; 9–11 November, Klagenfurt, Austria.Google Scholar
Christova, A. and Mihai, A. (2011) ‘Teaching European studies: a blended learning approach’, International Journal of Emerging Technologies in Learning (iJET) 6 (4).10.3991/ijet.v6i4.1770CrossRefGoogle Scholar
Hannafin, M.J. and Lan, S. (1997) ‘The foundations and assumptions of technology-enhanced student-centered learning environments’, Instructional Science 25: 167-202.10.1023/A:1002997414652CrossRefGoogle Scholar
Hrastinski, S. (2008) ‘A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes’, Educase Quarterly 4: 51-55.Google Scholar
Lobel, M., Neubauer, M. and Swedburg, R. (2002) ‘Elements of group interaction in a realtime synchronous online learning by doing classroom without F2F participation’, USDLA Journal 16(4): 20-22.Google Scholar
Mihai, A. (2009) ‘Teaching European studies online: the challenge of quality assurance’, European Journal of Open, Distance and E-learning, http://www.eurodl.org/?article=377.Google Scholar
Ng, K.C. (2007) ‘Replacing face-to-face tutorials by synchronous online technologies: challenges and pedagogical implications’, International Review of Research in Open and Distance Learning 8(1): 1-15.10.19173/irrodl.v8i1.335CrossRefGoogle Scholar
Park, Y.J. and Bonk, C.J. (2007) ‘Is online life a breeze? a case study for promoting synchronous learning in a blended graduate course’, MERLOT Journal of Online Learning and Teaching 3(3): 307-323.Google Scholar
Rovai, A. and Jordan, H. (2004) ‘Blended learning and sense of community: a comparative analysis with traditional and fully online graduate courses’, International Review of Research in Open and Distance Learning 5(2): 1-13.10.19173/irrodl.v5i2.192CrossRefGoogle Scholar
Salmon, G. (2000) E-moderating: The Key to Teaching and Learning Online, London: Kogan Page.Google Scholar
Wang, S. and Hsu, H. (2008) ‘Use of the webinar tool (elluminate) to support training: the effects of webinar-learning implementation from student-trainers’ perspective’, Journal of Interactive Online Learning 7(3): 175-194.Google Scholar