Blended Learning in the Law Classroom: Design, Implementation and Evaluation of an Intervention in the First Year Curriculum

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When a university-mandated ‘Better Teaching Better Learning’ agenda targeted at unit enhancement coincided with a whole of curriculum review, law lecturers teaching first year law units at Monash University piloted a ‘semi-flipped’ series of short videos, supported by online and in-class activities, in order to incorporate blended learning design in key foundation units. This paper examines the key issues in the design, and implementation and evaluation of the ‘semi-flipped’ experience, highlighting lessons learnt, in terms of technical support, pedagogical issues and assessment considerations. In particular, the utility in seeking to evaluate students’ learning outcomes, engagement with reading materials and in-class activities is critically considered.
Original languageEnglish
Article number13
Pages (from-to)1-19
Number of pages19
JournalLegal Education Review
Issue number1
Publication statusPublished - 13 Dec 2017

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