Blended Learning in the Law Classroom: Design, Implementation and Evaluation of an Intervention in the First Year Curriculum
Legal Education Review: Vol. 27, Iss. 1, Article 13, 2017
20 Pages Posted: 15 Feb 2018
Date Written: December 13, 2017
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.
Keywords: Legal Education, Blended Learning, Higher Education
JEL Classification: K10, I123, I121
Suggested Citation: Suggested Citation