The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

Blended Degree Development and Operation: The Model of

Uninettuno University
Kyriakos Kouveliotis
Professor International Telematic University Uninettuno, Italy; Provost City Unity College
Greece Cyprus
Email: k.kouveliotis@uninettunouniversity.net

Abstract
The technological innovations of the last 15 years have not just been used only as
methodological tools in higher education but also, at a different level, they have created
a completely new methodology of learning. This new spectrum of learning
methodologies has forced the existing educational institutions to seek and develop new
norms and models of didactics away from the two traditional systems of vis--vis or
distance learning. The most successful and innovative new norm is Blended Learning.
This paper endeavors to present, as a case study, the development, formulation and
operation of this new educational structure and mode in the form of the Blended
Degree Programs that the International Telematic University Uninettuno has created to
jointly run with other partner institutions. In this framework, the paper presents the
methodology of how on campus education is blended with e-learning and at a parallel
level, how flexibility and multicultural diversity are enhanced.
More specifically, the historical evolution, the institutional framework, the psychodidactic model and the logistics of this effort are extensively analyzed and prescribed.
As a case study, the paper also qualifies to serve as a pivotal example and also as a
template for similar international cooperation projects.
Following this reference and on a second layer, tools and instruments such as the use of
WEB 3.0 applications, virtual learning and e-learning are also integrated into the
context, whereas, the multi-language support and the strengthening of open education
are also highlighted.
Keywords: blended degree, blended learning, flexible learning, distance learning, elearning, on campus education.

Introduction

It is commonly accepted today that the evolution of technology together with all the
innovations and research developments have generated themselves new
methodologies in education.
Therefore, we should not just perceive them only as methodological tools in higher
education but also, at a different level, as a new educational norm since they have
created a completely new methodology of learning. This new spectrum of learning
methodologies has forced the existing educational institutions to seek and develop new
theories and models of didactics away from the two traditional systems of vis--vis or
distance learning. In this framework, the most successful and innovative new norm that
has been evolved recently is Blended Learning.
Following this reference, this paper will present, as a case study, the development,
formulation and operation of this new educational structure and mode in the form of the

The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

Blended Degree Programs that the International Telematic University Uninettuno has
created to jointly run with other partner institutions. At a first level the Uninettuno
methodology and psyco-pedagogic model is extensively presented and analyzed and at
a second level the focus is upon the Blended Learning Model and its application as a
result of a joined international cooperation project.

The International Telematic University Uninettuno

The International Telematic University Uninettuno, established by the decree of the 15th
April 2005 of the Italian Ministry of Education, University and Research, delivers
academic titles having a legal value in Italy, Europe and in the Mediterranean Countries,
for first-cycle (bachelor) degrees, specialization degrees (master), doctors degrees and
masters degrees. In the International Telematic University Uninettuno distinguished
lecturers of important universities worldwide deliver their courses in the Internet-based
real and virtual spaces in Italian, Arabic, English and French.
A dream that has come true: with the Uninettuno a student can attend the University
programs from wherever he is with no more limits of space and time (Uninettuno
University, 2016a).
History
Uninettuno takes origin from the training model of NETTUNO - Network per lUniversit
Ovunque, a consortium of 43 Italian and foreign universities with which, since 1992,
thousands of Italian and foreign students obtained a distance university degree thanks
to television and the Internet. At present, many of these universities put at Uninettunos
disposal physical facilities such as laboratories for conducting research work and
training activities, libraries, halls equipped with PCs and classrooms to organize face-toface exams sessions for the students. Uninettuno takes origin also from the
international success of Med NetU (Mediterranean Network of Universities) Project,
funded by the European Commission in the framework of the EUMEDIS Program, aimed
at realizing a Euro-Mediterranean Distance University.
With Med NetU it was established a network of 31 universities of 11 countries of the
Euro-Mediterranean Area (Algeria, Egypt, France, Jordan, Greece, Italy, Lebanon,
Morocco, Syria, Tunisia and Turkey). The development of Med NetU from project to
system was supported by the Governments of the partner countries. Actually, on the
29th January 2006, in the framework of the Catania 3 Conference for the realization of a
Euro-Mediterranean Area of Higher Education and Research, 14 Ministers of Higher
Education of several Mediterranean countries, undersigned a joint declaration by which
they stated their goal of strengthening the distance learning system of the
Mediterranean countries, by expanding the results attained through the Med NetU
Project.
The strength and the process of growth of Uninettuno are unquestionably represented
by the fact that it rapidly succeeded in acquiring a significant role at international level
by concluding agreements with the countries of Europe, the United States, Latin
America, China, Russia, Georgia and Iraq. Very important agreements were undersigned
with countries of the Mediterranean area, in particular with Egypt, Morocco, Syria and
Tunisia (Uninettuno University, 2016a).
Network structure
International Coordination Centre

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Uninettunos organizational structure appears as network structure: a Coordination

Centre and Technological Poles and Production Centers, located on the national and
international territories, interconnected by computer-based networks and also through
transmitting and receiving satellite dishes. At present, Uninettuno can rely on the
Technological Poles already set up in Italy as well as on the facilities and technologies of
31 Technological Poles and 9 Production centers, set up at the universities campuses
and vocational training centers of the Med NetU Project partners and based in 11
countries of the Euro-Mediterranean area (Uninettuno University, 2016a).
Technological Poles
They are training structures equipped with new information and communication
technologies (ICTs) dislocated on the national and international territories which make
available to the students all the technologies they need to follow the courses by
distance mode, participate in the training activities by videoconferencing and take the
exams.
The Technological Poles, situated both in Italy and abroad, are structures which are
available to the students and equipped with all the technologies to follow distancelearning courses, to participate in didactic activities via video-conference as well as
being a real meeting point to host the carried out of exams person, not to mention
meetings and seminars with the teachers and tutors.
The Technological Poles make available to students technologies, didactic course
material, and pc and rapid access to the Internet. Various Technological Poles are new
active both in Italy and abroad, with interconnections with receiving and transmitting
satellite antennas
The Technological Poles offer the student a physical meeting place for overcoming the
isolation in which the distance learner can often find himself. They are breeding grounds
of innovation in traditional universities and can also be set up in companies for carrying
out staff training and updating services.
In particular, the Technological Pole:

Promotes and coordinates design, relation and development activities within the
territorial framework of its competence;
Is in charge of the Distance Learning Office, at disposal of all the students
enrolled;
Activates multi-medial positions and provides for the upkeep of the network and
technological plants;
Implements and coordinates the local web site and updates it continuously,
according to the specific needs of the students;
Coordinates and plans the promotion and orientation activities, also those online, locally based (Uninettuno University, 2016a).
Production Centers
They are structures supplied with all the equipment needed to produce Internet-based
multimedia educational contents, available on the didactic portal, which is the first
distance teaching portal in the world that was realized in six languages: Arabic, English,
French, Polish, Greek and Italian (Uninettuno University, 2016a).
Faculties
Faculties have institutional tasks envisaged by the Statute and promote the
development of research programs (Uninettuno University, 2016a).
Degree Courses

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Degree courses have the task of defining the Study Program, the modes for carrying on
practice exercises and exams, the quality assessment of the educational materials
realized by the Production Centers located on the national and international territories;
the coordination of the tutoring activities, the quality assessment of all educational
services delivered by means of the new technologies (Uninettuno University, 2016a).
How to study
The entire teaching and learning process takes place on the Internet. In the portal
www.uninettunouniversity.net there is a dedicated area: the Didactic Cyberspace, where
teaching and learning take place in six languages: Italian, Arabic, English, French, Polish
and Greek. The Internet-based learning environment transfers directly to the students
desk: lessons, multimedia products, databases, exercises, evaluation and selfevaluation systems, online tutoring, forums, chats, thematic wikis (Uninettuno
University, 2016a).
Learning environment
In the Appointed Teaching Professors Page and in the Tutors Page are included the
Learning Environments where students can find the Educational Materials that
represent the course contents:

(Uninettuno University, 2016a).

Video Library
The digitized videolessons are the starting-point of the learning process. Each digitized
videolesson is structured into several issues and is indexed in order to enable the
student to follow the whole videolesson or to select the issue he wants to study more
depth. Each subject is linked in an hypertextual and multimedia way to essays, books,
exercise texts, virtual libraries, lists of websites (links to websites related to the subject
that were selected by the professors and tutors) (Uninettuno University, 2016a).
Online exercises
This section includes online interactive exercises linked to the topics treated in the
videolessons (Uninettuno University, 2016a).
Virtual laboratory
It is an environment in which the student integrates theory with practice through a
learning-by-doing process (Uninettuno University, 2016a).
Teaching staf

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As already provided for by art. 15 of the Statute and as stated in the University General
Regulations, approved my MIUR on the 16th March 2013, in CHAPTER III Didactics and
Teaching Body, art. 17 Teaching Body and Researchers, paragraph 3 and following
ones:
The teaching staff, referred to in article 15 of the Statute, who carries on didactic and
research functions in accordance with the course delivery models of the Telematic
Universities through telematic and satellite networks (Internet, television and
videoconferencing systems) is divided according to the following typologies:
Area Professors who coordinate the didactic activities for each subject Area
Professors authors of the contents who realize the videolessons and design
contents and the materials to be included into the learning environments of the didactic
portal;
Tutors who check the students learning progress using the technologies
(Uninettuno University, 2016a).
Enrolment
Enrolments can be made only on the Internet, in the area devoted to the Administrative
Secretariat of the portal www.uninettunouniversity.net. Payments can be made online
by credit card or bank transfer or postal service (Uninettuno University, 2016a).
Technologies
The applied technologies include: the Internet, satellite television and
videoconferencing systems. Transmitting and receiving satellite dishes allowed realizing
a technological network that connects not only Rome International Centre with the
Technological Poles located in Italy, Europe and the Mediterranean countries, but,
thanks to wide-band Internet also via satellite, this enables all partners to connect and
share, produce and transmit knowledge. Thanks to UNINETTUNOUNIVERSITY.TV satellite
television channel, broadcasting lectures for free 24 hours a day thanks to HotBird 13
East satellite, broadcast by EUTELSAT, covering Europes whole territory, North Africa
and the Middle East, the access to knowledge is democratized. In Italy it is possible to
watch UNINETTUNOUNIVERSITY.TV tuning in to SKY 812 channel or to RAI SAT 702
channel (Uninettuno University, 2016a).
Research Activities
The University research activities are aimed at developing studies on technology
applied to learning process. They involve international-level scientists, expert in
different disciplines (technologists, computer scientists, experts in various languages).
This research work is based on a strong interaction among theoretical and
experimental, pure and applied activities.
The results of these research activities allowed identifying new modes for realizing
teaching-learning processes and by now have affected in significant way the theories
concerning learning processes, teaching methodologies, distance interaction relations.
In economic terms, these results have been a starting-point for developing new models
for managing distance universities and new models of e-learning.
The research activities at the Faculty level are researches related to topics which are
peculiar of each given Faculty. The Faculties have created special structures, also jointly
with research departments of traditional universities, with Italian or foreign, public or
private research centers. This allows Uninettuno Faculties to have at their disposal
advanced laboratories to carry on research work in specific field of interest (Uninettuno
University, 2016a).

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The Psycho-didactic Model of Uninettuno University

The student of Uninettuno distance teaching University is at the center of the
educational process, being guided by the new profile professor-tutor who has the task of
supplying him with the tools that are best suited to make the web-based learning and
communication process easier. The psycho-pedagogic and didactic model was born
from the results achieved by 25 years of international research programs, and was
realized by Uninettunos Rector, Prof. M. A. Garito and by her research team (Uninettuno
University, 2016b).
In this framework, the main educational tool of the International Telematic University
Uninettuno is the Internet-based learning environment where teaching and learning are
carried on in 6 languagesItalian, English, French, Arabic, Greek, Polishand it allows
implementing a new psycho-pedagogic model that is characterized by the shift:
From teachers central role to the students central role;
From knowledge transfer to knowledge creation;
From integration between practice and theory;
From a passive and competitive learning to active and collaborative learning.
This psycho-pedagogic model is characterized by the highest degree of flexibility for the
student. By this model, the student can build his own learning path in function of his
educational needs and of his skill-level. A learning environment developed in such a
way does not limit itself to offer rigidly pre-established courses, but it offers dynamic
contents that can be enriched by other contents existing on the Web.
Actually, in the International Telematic University Uninettuno, the student is at the
center of the educational process; however he is guided by the new profile of the
professor/telematic tutor who has the task of supplying the tools needed to facilitate
the networked learning and communication process in a synchronic and diachronic way.
In the Didactic Cyberspace, the students actively participate in the creation of their own
learning paths being guided by expert teachers/tutors. This guided path leads the
learner into the various virtual places that were designed and in each of them it is
possible to implement a training session based on a specific model of communication:
Through the digitized video lessons, the student uses a linear learning mode which is
still linked to a classical teaching mode, but thanks to the modular structure of the
contents, the student can exploit the hypertextual modes to study and consult books
related to the issues being treated:
In the virtual laboratory, the student can check and enhance his knowledge
according to a learning-by-doing mode, being supported in itinere by a tutoring
system;
Through the systems of chats, forums, wikis and with the web-based virtual
classrooms and on second Life, finally, the student can carry out collaborative
learning sharing the phases of the learning process with other students coming from
different linguistic and social settings through a web-based meeting.
In each learning environment, it is possible to integrate each single learning mode with
the other ones simultaneously and enrich them with various possibilities. The
multimedia term is intended in its widest meaning and the learning activity is structured
in such a way as to avoid wasting time and confusion and promote the spreading of
knowledge though various means:

From simple to complex (video lesson and intelligent library);

From theory to application projection (learning by doing in the virtual laboratory);
From guided exercises to research on the World Wide Web (the Internet);

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From individual study to interactive dialogue between professors and students

(collaborative learning through synchronic and diachronic communication and
sharing tools)
(Uninettuno University, 2016b)

The Didactic Cyberspace

The
main
didactic
tool
is
the
Internet-based
learning
environment
www.uninettunouniversity.net. In the didactic cyberspace can access various learning
environments.
For each delivered course, the student has at his disposal a conceptual map (Fig. 1), a
graphical, two-dimension and hypertextual representation, in which the macro-issues
included into each course, the lessons included into each macro-issue; clicking on each
single lesson, the student can see the issues it contains and what the materials
associated to the whole lesson or each single macro-issue that are treated in it.

(Fig. 1)

(Fig.2)
(Uninettuno University, 2016b).
In Uninettuno psycho-pedagogic model, the videolessons play a major role; they are
recorded by professors coming from the best universities of Italy and of the world; then,
they are digitized and posted online on an interface allowing a hypermedia use. The
student can watch the videolessons according to a linear sequence, or decide to control

The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

the teaching process by pausing, going backwards or moving along the time-line of a
lesson as he likes; and he can use the tools made available on Uninettuno portal: by
means of the interface designed by Uninettuno, the student can surf among the
videolessons, moving from one to another, within the same videolessons, using the
indexing option that allows him to select a specific sub-issue treated by the video
professor and play the video to the second in which the professor starts to treat that
specific issue or among the more-in-depth materials related to that specific video
lesson, by means of the box at the right of it.
In addition, in some specific moments, a bookmark (Fig. 2), a lighting signal highlights
or one of the types of more-in-depth study materials listed in the box at the right of the
video, indicates to the student that a specific more-in-depth study material associated
to what the professor is speaking about in that specific moment of the videolessons.
Through this way, the learning process becomes an hypermedia process: the student
can access more-in-depth contents suggested in real time by hypermedia bookmarks
structured by professors and researchers that allow him directly access to books and
articles, that is to say texts, lecture notes, produced essays, selected and made
available by professors and tutors, CD-ROMs, multimedia materials, photo galleries,
films associated to videolessons; bibliographical references and selected lists of
websites, collections of references to external materials validated by professors and
tutors experts of each single course in scientific terms; exercises and virtual
laboratories.

(Fig. 3)
(Uninettuno University, 2016b).
Through exercises and virtual labs, the students have at their disposal materials that
will allow them to put into practice the knowledge learnt through the study of training
materials described above. The goal is to create a powerful synergy in the virtual
laboratory so that theoretical learning and practical problem-solving co-exist in the
correct ratio and fully integrate each other: the student will be able to think about his
experiences in the learning environment, and the abstract principles described by the
teacher become motivated, are made operative and can be committed to memory
thanks to the problem-solving activities. The exercises available for each course; the
self-evaluation exercises allow the student to get an independent feedback, lesson by
lesson, on which is the comprehension level gained on the specific subjects that he
studied. The progress-check exercises, to be submitted to the professor/tutor through
the portal, are assessed by professors who, so doing, will give their feedback and a
direct comment on which is the learning progress achieved by the students on the
macro-issues for which he is assessed. In the Laboratories, the students can utilize
online simulations for benefitting from tools that would be accessed only from
excellence research centers, as well as use theoretical knowledge learnt in learning-bydoing activities on materials otherwise not accessible; the professor/tutor supervises

The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

and monitors the students activities, who, once he completes his experience,
automatically sends the sheet with the results of his work to his own tutor.

(Fig. 4)
(Uninettuno University, 2016b).
The International Telematic University Uninettuno learning environment gives the
student an absolutely active role; all the training materials are made available for this
purpose. The student is not left alone, but he is guided by an expert tutor. This is the
reason why the portal has a special area called online tutoring. On the Forums, and
Wikis, professors, tutors and students discuss about the issues proposed by the
professors, they further analyze specific issues, ask questions on key points of the
subject being studied. In addition, Professors and Tutors plan synchronic meetings on
regular basis in Uninettuno virtual classrooms (Fig. 3) in which the students can
exchange views with their own colleagues and their professors via chat, video
streaming on the Web live or in the virtual classrooms in the Uninettuno Island of
knowledge on Second Life.
The students whole learning process is continuously monitored by the professors and
tutors. The students are organized in classes, with a number varying from 20 to 30
students for each class. The organization in classes allows tracing course attendance
and the learning progress of each student in quantitative as well as in qualitative terms.
In quantitative terms, the tracing system of Uninettuno portal (Fig. 4) supplies reports
and statistical data on the individual study activities of each student: accesses to the
materials of each course, time of use of the videolessons, time spent by each student in
studying the texts and training materials associated to the issues treated in the
videolessons. In qualitative terms, the teacher/tutor has the task of checking the
students learning progress through exercises as well as during meetings taking place in
the Virtual Classroom during which the teacher/tutor ask the students questions on the
issues dealt in the videolessons and check their comprehension and mastery level of
these issues for each student and including their assessments on a qualitative
assessment sheet for each single student.
These data, beside populating the students sheet that is used by the teacher to decide
the admission or not to the exam of the individual student who is required to have

The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

attended the course, having watched the videolessons, having taken part to the
tutoring activities to be admitted to the final exam, are aggregated and represent a tool
for having a feedback on the progress of the whole class. By means of data that are
aggregate per class, the teacher-tutor can immediately see whether there any problems
shared by the whole class on specific course issues; once he identifies a common
problem, he can take measures in itinere, during the same course delivery period,
supplying more-in-depth study texts, moderating a discussion on a forum or planning
some meetings on the virtual classroom meant to fill the gap that this feedback system
allowed highlights.
The model of interaction between teacher/tutor and students applies the Socratic
pedagogical theories, which are based on the fundamental assumption that involves not
one-way teacher-to-student teaching, but an active participation of the learner in
his/her learning process; the teacher leads the students to a personalized learning
continually encouraging them to participate actively in the construction of his/her
knowledge. This construction is made of continuous and dense dialogue, exchange of
questions and answers, that allow a direct comparison between opposing views. The art
of maieutic, the Socratic method, based on the dialectic, is a method of an active and
interactive learning. Socrates supports, motivates, and encourages his pupil to never
stop learning, enhancing his/her work where it is worthy of praise and stimulating
him/her when he/she encounters difficulties. The interactivity develops in a dialectic
manner: the teacher against the student, the teacher together with the student with a
single goal: the knowledge conquest.
The teacher/tutor offers topics and presents his/her thesis on forums, talks with
students in the virtual classroom, determines the objectives to be achieved; the
students study, analyze, reinterpret, revitalize and enrich the content with new ideas,
new knowledge, create new topics of study that become the topics of discussion in the
next interactive virtual classrooms. Students become active builders of new knowledge
(Uninettuno University, 2016b).
One to one scenario (learning in single mode)
In this scenario by means of meetings in chat and video chat, the teacher/tutor assists
the individual student in the exploration process of different environments, providing a
continuous assessment of the realized learning path whenever the student requests it.
In this phase the teacher/tutor, through interactive dialogues in the Socratic style, helps
the student to examine his/her reasoning and to discover and correct both the errors
and the causes that determined them (Uninettuno University, 2016b).
One-to-many scenario (learning in collaborative mode)
In this scenario, by means of forums, wiki, and synchronous appointments in the Virtual
Classrooms on the Web and on the Island of Knowledge on Second Life, the
teacher/tutor organizes and structures the sessions of collaborative learning to foster
moments of interaction among different actors of the learning process. The
teacher/tutor intervenes in the work of the groups in order to guide their work
(Uninettuno University, 2016b).

The Blended Learning Method

Blended courses (also known as hybrid or mixed-mode courses) are classes where a
portion of the traditional face-to-face instruction is replaced by web-based
online learning (University of Central Florida, 2016).

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The definition of blended learning is a formal education program in which a student

learns:
at least in part through online learning, with some element of student control over time,
place, path, and/or pace;
at least in part in a supervised brick-and-mortar location away from home;
and the modalities along each students learning path within a course or subject are
connected to provide an integrated learning experience.
The majority of blended-learning programs resemble one of four models: Rotation, Flex,
A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station
Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation.
1. Rotation model a course or subject in which students rotate on a fixed schedule
or at the teachers discretion between learning modalities, at least one of which is
online learning. Other modalities might include activities such as small-group or fullclass instruction, group projects, individual tutoring, and pencil-and-paper assignments.
The students learn mostly on the brick-and-mortar campus, except for any homework
assignments.
a. Station Rotation a course or subject in which students experience the Rotation
model within a contained classroom or group of classrooms. The Station Rotation model
differs from the Individual Rotation model because students rotate through all of the
stations, not only those on their custom schedules.
b. Lab Rotation a course or subject in which students rotate to a computer lab for
the online-learning station.
c. Flipped Classroom a course or subject in which students participate in online
learning off-site in place of traditional homework and then attend the brick-and-mortar
school for face-to-face, teacher-guided practice or projects. The primary delivery of
content and instruction is online, which differentiates a Flipped Classroom from
students who are merely doing homework practice online at night.
d. Individual Rotation a course or subject in which each student has
an individualized playlist and does not necessarily rotate to each available station or
modality. An algorithm or teacher(s) sets individual student schedules.
2. Flex model a course or subject in which online learning is the backbone of
student learning, even if it directs students to offline activities at times. Students move
on an individually customized, fluid schedule among learning modalities. The teacher of
record is on-site, and students learn mostly on the brick-and-mortar campus, except for
any homework assignments. The teacher of record or other adults provide face-to-face
support on a flexible and adaptive as-needed basis through activities such as smallgroup instruction, group projects, and individual tutoring. Some implementations have
substantial face-to-face support, whereas others have minimal support. For example,
some Flex models may have face-to-face certified teachers who supplement the online
learning on a daily basis, whereas others may provide little face-to-face enrichment.
Still others may have different staffing combinations. These variations are useful
modifiers to describe a particular Flex model.
3. A La Carte model a course that a student takes entirely online to accompany
other experiences that the student is having at a brick-and-mortar school or learning
center. The teacher of record for the A La Carte course is the online teacher. Students
may take the A La Carte course either on the brick-and-mortar campus or off-site. This

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differs from full-time online learning because it is not a whole-school experience.

Students take some courses A La Carte and others face-to-face at a brick-and-mortar
campus.
4. Enriched Virtual model a course or subject in which students have required
face-to-face learning sessions with their teacher of record and then are free to complete
their remaining coursework remote from the face-to-face teacher. Online learning is the
backbone of student learning when the students are located remotely. The same person
generally serves as both the online and face-to-face teacher. Many Enriched Virtual
programs began as full-time online schools and then developed blended programs to
provide students with brick-and-mortar school experiences. The Enriched Virtual model
differs from the Flipped Classroom because in Enriched Virtual programs, students
seldom meet face-to-face with their teachers every weekday. It differs from a fully
online course because face-to-face learning sessions are more than optional office
hours or social events; they are required. (Source: Horn Michael B. and Staker Heather,
2014).
At Uninettuno University, international students are given the opportunity to study for a
European degree in their own country without the hassle of obtaining a visa, finding
accommodation or being concerned about health care. In the last five years, the
University has seen the growth in their international students rise to over 30% of its
student body with enrolments from 130 countries in the world. The number of degree
courses in foreign languages at both undergraduate and postgraduate levels is rapidly
increasing with a particular emphasis on English but also individual academic modules
are available in Arabic, French and Greek.
On Blended Learning programmes, students can complete their studies studying online
on Uninettuno platform and on campus at the local campus of the partner and obtain
local credits and degree issued by the Partner as well as European credits and degree
issued by Uninettuno.
Regarding Blended Learning, as it is mentioned in the Guidelines and Procedures for
Partnerships Handbook of the Uninettuno International Affairs Office, teaching is shared
between Uninettuno and individual Universities or Colleges by special agreement.
Degree certificate has reference to the partner institution. The university retains
responsibility for overseeing the quality assurance and for the granting of the degree
programme (Uninettuno International Affairs Office, 2016:9).

Case Study: Uninettuno Blended Learning Method Application at City

Unity College Greece
The International Telematic University Uninettuno represents Italy in the most important
associations of the university and technological sectors. The network, that was built
until now, allows the Uninettuno, its students and teachers to become part of a global
network performed in the following areas: scientific research, development and
implementation of activities and services for students, participation in the most
important international events in the field of e-learning, participation in decision-making
processes and implementation of new policy in the most important European and
international political institutions.
International cooperation is a key element in Uninettuno philosophy with students from
140 countries and academic agreements with Governments Ministries and Universities
throughout the world to create, harmonies and share curriculum.

The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

There are specific agreements with Universities in Europe, the United States, Latin
America, China, Russia, Georgia and Iraq, which enables students to acquire a degree,
which is valid in their country of origin, in Italy, Europe and the Arab world.
All of degree courses follow the guidelines arising from the Bologna and Sorbonne
process for the organization of the study levels, and on the ECTS (European Credit
Transfer System) for the structuring of degrees (Uninettuno International Affairs Office
(2016:8).
In this framework, the University has signed an agreement with City Unity College
Educational Group - Athens Greece in order to apply its Blended Learning Model to
specific programs. These programs will be offered in Greece at City Unity College
premises starting from the academic year 2016-2017. The didactic content of all the
programs will be divided between online learning by using the Uninettuno platform and
face-to-face teaching.
City Unity College Profile
City Unity College (former City University of Seattle in Athens) is one of the most
contemporary Colleges in Athens. It was established in 1999 as an official branch
(teaching location) of City University of Seattle (USA), an American Accredited
University with more than 25 teaching locations worldwide.
Since then, not only has the size of the student body increased to more than 1250
undergraduate and graduate students, but the number of degree programs that are
available for students has also expanded.
Currently, City Unity College has expanded its academic partnerships and offers a wide
range of Undergraduate and Postgraduate programs in the fields of Business
Administration, Hospitality & Tourism Management, Technology, Psychology, Education,
Maritime, Sport Sciences, Graphic Arts and Interior Design.
City Unity Colleges Academic faculty consists of instructors and professionals that are
all distinguished in their field. Students study in a multicultural environment, due to the
fact that the college is a member of a Students Exchange International Network.
City Unity College always remains firm to its Students Centered Philosophy by
providing contemporary academic programs and education that are result -oriented and
focused on the student, yielding in each graduate becoming a distinguished and expert
professional.
The strategic development of City Unity College is represented by the joint venture it
has concluded with Epsilon Net Group, a company listed with the Athens Exchange
Stock market. Through this joint venture City Unity College students benefit from the
opportunities offered by the Greek & European labour markets.
The qualitative education in combination with the flexible ways of studying, offered by
City Unity College, leads to the award of academic degrees and college certificates of
high value in the international employment market.
City Unity College operates in 3 campus buildings and a residence hall. Two of the
campuses and the residence hall are located in the historic downtown area of Athens
which also serves as the commercial center of the capital, while the third campus is an
operating hotel located in Glyfada, an attractive coastal suburb of Athens. The hotel
serves as a residence hall for students and a laboratory where students receive
practical classes in hotel management and culinary.

The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

City Unity College cooperates with the following accredited universities:

o Cardiff Metropolitan University (United Kingdom)
o City University of Seattle (USA)
o University of Strasbourg (France)
o Universitatea Din Bucuresti (Romania)
o Liverpool John Moores University (United Kingdom)
o International Telematic University Uninettuno (Italy)
o Educons University (Serbia)
o City Unity College is also an Approved Centre of Edexcel, UK.
Vision & Mission
City Unitys mission is to provide modern academic programmes that are result-oriented
and focus on the student's needs, so that every graduate may aspire to become a
competent and qualified professional in today's rapidly changing environment. City
Unity College was one of the first Colleges in Greece to focus both on the needs of
young students and on the needs of working adults by offering continuing education
programmes.
Philosophy of City Unity College
The philosophy of the College is based on the following core values and principles:
Access to education: Opportunity to learn should be open to anyone and anywhere
and education should be affordable and accessible to all
Global Approach: Education should not only be tailored to local labour market needs,
but also to the needs of the growing global markets.
Flexibility: Tailor-made programs and services that address the students needs
Innovation: Education that breaks down the barriers of time and place and is based on
best modern practices.
Results: Education that leads to the development of critical thinking and continuing
personal growth so that graduates are competent members of the professional
community.
Location & Campuses
City Unity College operates in Athens, Cyprus and Rhodes. In Athens it operates in two
buildings both located in downtown Athens and has its own student dorms located in a
walking distance from its main premises. Students of the Hospitality & Tourism
Management Studies attend theoretical classes at the premises of City Unity College
and they do their practice courses in a real hotel campus, where students are
customers and employees at the same time. Three floors of the hotel are used as halls
of residence, but it is also the students who operate the hotel as part of their practical
duties and classes. Student involvement in the management of the hotel grows with
year level of studies, with level 1 students acting as line employees, level 2 as
supervisors and level 3 as managers.
Quality Assurance
City Unity College is committed to offering high academic and operational quality
standards that ensure a robust and productive learning and teaching environment.

The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

City Unitys quality assurance system has been designed to ensure that students
receive quality education and training, consistently across all programmes and levels of
study, and in accordance to the standards set by franchising and validating institutions.
City Unity College focuses on maintaining a high-quality teaching and learning
environment according to the standards set by the validating institutions. This includes
adopting mechanisms that control and evaluate every stage of the teaching and
learning experience such as teaching methods, assessment procedures and regulations,
student feedback mechanisms, staff development opportunities etc.
In addition to the formal quality assurance mechanisms used for recording student
feedback and monitoring academic and operational standards, academic quality is
ensured by regular meetings of the various Boards and Committees (City Unity College,
2016).

The Uninettuno Blended Learning Programs at City Unity College

Under the cooperation agreement with Uninettuno University the following 11 Programs
will be delivered with the Blended Learning method:

BA BUSINESS MANAGEMENT
BA FINANCIAL MANAGEMENT
BATCHELOR IN ENGINEERING
BATCHELOR IN COMMUNICATION MEDIA AND ADVERTISING
MASTER IN EUROPEAN LAW AND POLICIES
MASTER IN GLOBAL JOURNALISM
LAUREA MAGISTRALE IN BUSINESS MANAGEMENT AND DIGITAL ECONOMY
(General program and / or one of the pathways: Accounting, Health Management,
Hospitality and Tourism and Public Administration)
1yr Primo Livello MBA - PATHWAY IN ACCOUNTING (independent program same
with the relevant LM 2nd year pathway)
1yr Primo Livello MBA - PATHWAY IN HEALTH MANAGEMENT (independent
program same with the relevant LM 2nd year pathway)
1yr Primo Livello MBA - PATHWAY IN HOSPITALITY AND TOURISM (independent
program same with the relevant LM 2nd year pathway)
1yr Primo Livello MBA - PATHWAY IN PUBLIC ADMINISTRATION (independent
program same with the relevant LM 2nd year pathway
All Programs are subject to the same quality assurance control and inspection as UTIU
Programs in Italy. In addition, the relevant quality assurance department / group of the
University will monitor, evaluate and access all activities on a constant basis. The above
Programs will be delivered through the model of blended learning: 50% of the Modules
will be taught via the UTIU platform and 50% of the Modules will be taught face-to-face
by CITYU faculty. For the online modules students will attend the learning process
through the UTIUs educational portal at http:// www.uninettunouniversity.net. The
learning processes and the exams of the face-to-face taught modules will take place
with the physical presence of the student at CITYUs premises and will be supervised by
UTIUs Exams Commission including both UTIUs and local professors.
Instructional Strategies
The 11 programs will be realized by using the following instructional strategies:

Authentic cases and scenario-learning

Coaching and mentoring
Problem-based learning
Self-paced learning

The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

Virtual team collaboration and problem-solving

Simulations or gaming
Guided learning
Modeling of the solution process
Exploration and discovery discussion
Lecturing and instructor-directed activities
Debates and role play
Socratic questioning
Online / technology Based Tools for Blended Learning
Finally, the following online/ technology based tools for Blended Learning will be
applied:

Web 3.0 learning tools

Uninettuno virtual campus at Second Life
Knowledge management tools
Digital libraries and content Repositories
Webcasting and video streaming
Online simulation
Mobile and Handheld technologies
Wireless technologies
Electronic books
Wikis
Language training and support tools

Conclusion
Blended Learning is a huge development in higher education. Its rationale matches
perfectly the Uninettuno psycho-pedagogic model which, as it has been noted, is
characterized by the shift:
From teachers central role to the students central role;
From knowledge transfer to knowledge creation;
From integration between practice and theory;
From a passive and competitive learning to active and collaborative learning.
Additionally, one of the many benefits of educating through innovative methods, by
using also the latest technological innovations, is that students are treated as
individuals which allows them to learn at their own timetable and comfort level. It gives
to all people at all ages the opportunity to study at their own pace with no restrictions
of time and place. It literally abolishes borders in education. Blended Learning in
essence allows students to successfully enjoy simultaneously the benefits of both elearning and face-to-face teaching. In this framework, this paper presented, as a case
study, the development, formulation and operation of this new educational norm in the
form of the Blended Degree Programs that the International Telematic University
Uninettuno has created to jointly run with other partner institutions. Following this
reference, the paper examined the methodology of how on campus education is
blended with e-learning and at a parallel level, how flexibility and multicultural diversity
has been enhanced.
Above all, new innovative educational models such as Blended Learning can definitely
make the difference in our complex contemporary world. Above all, education is the
domain where humankind bases its future.

The Online, Open and Flexible Higher Education Conference 2016 - Proceedings

References
City Unity College (2016), City Unity College Profile, [online]. Available at
<http://cityu.gr/en/the-college/> [Accessed 21 September 2016].
Horn Michael B. and Staker Heather (2014), Blended: Using Disruptive Innovation to
Improve Schools, San Francisco, Jossey-Bass.
Uninettuno International Affairs Office (2016), Guidelines and Procedures for
Partnerships Handbook, [online]. Available at
<http://www.uninettunouniversity.net/allegati/1/CommonFiles/guidelines-andprocedures-for-partnerships.pdf>, [Accessed 22 September 2016].
Uninettuno University (2016a), Find out more about the International Telematic
University Uninettuno, [online]. Available at
<http://www.uninettunouniversity.net/en/universita.aspx>, [Accessed 20 September
2016].
Uninettuno University (2016b), Our psyco-pedagogic model, [online]. Available at
<http://www.uninettunouniversity.net/en/metodo-studio.aspx>, [Accessed 20
September 2016].
University of Central Florida (2016), Blended Learning Toolkit [online]. Available at
<https://blended.online.ucf.edu/about/what-is-blended-learning/ > [Accessed 22
September 2016].