Blended Learning: A Flipped Classroom Experiment

Journal of Legal Education, Vol. 64, No. 1, p. 93, 2014

Thomas Jefferson School of Law Research Paper No. 2381282

11 Pages Posted: 19 Jan 2014 Last revised: 25 Nov 2014

William R. Slomanson

Thomas Jefferson School of Law

Date Written: January 18, 2014

Abstract

The relevant classroom formats are face-to-face, virtual, and blended. The traditional classroom environment is face-to-face only. The virtual classroom is positioned on the other end of this spectrum. Blended learning merges these two approaches. A simplified description of the flipped classroom is that the professor’s lecture is delivered at home — and the student’s homework is done in class.

Like everything disruptive, online education is controversial. But the flipped classroom variation is a strategy about which most commentators agree. Law professors are just beginning to explore the related innovations that have flourished in K-12 education within the last half-decade. Undergraduate MOOCs (massive open online courses) are now being streamed to thousands of students across the country and the globe. The elite school content providers thus view online teaching as the wave of the future. The blended learning option will become a sensible step on the path toward cutting delivery costs, while making graduate education available to increasingly debt-averse students.

Keywords: legal education, teaching format, pedagogical outlook, blended learning, flipped classroom, technical education

JEL Classification: K10, K40

Suggested Citation

Slomanson, William R., Blended Learning: A Flipped Classroom Experiment (January 18, 2014). Journal of Legal Education, Vol. 64, No. 1, p. 93, 2014; Thomas Jefferson School of Law Research Paper No. 2381282. Available at SSRN: https://ssrn.com/abstract=2381282

William R. Slomanson (Contact Author)

Thomas Jefferson School of Law ( email )

1155 Island Ave
San Diego, CA 92101
United States
619-961-4309 (Phone)

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