Abstract
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 language | English |
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Article number | 13 |
Pages (from-to) | 1-19 |
Number of pages | 19 |
Journal | Legal Education Review |
Volume | 27 |
Issue number | 1 |
Publication status | Published - 13 Dec 2017 |