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

Monash University Faculty of Law Legal Studies Research Paper No. 2018-4

20 Pages Posted: 15 Feb 2018

See all articles by Melissa Castan

Melissa Castan

Monash University - Faculty of Law

Ross L. Hyams

Monash University - Faculty of Law

Date Written: December 13, 2017

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.

Keywords: Legal Education, Blended Learning, Higher Education

JEL Classification: K10, I123, I121

Suggested Citation

Castan, Melissa and Hyams, Ross L., Blended Learning in the Law Classroom: Design, Implementation and Evaluation of an Intervention in the First Year Curriculum (December 13, 2017). Legal Education Review: Vol. 27, Iss. 1, Article 13, 2017; Monash University Faculty of Law Legal Studies Research Paper No. 2018-4. Available at SSRN: https://ssrn.com/abstract=3117113

Melissa Castan (Contact Author)

Monash University - Faculty of Law ( email )

Wellington Road
Clayton, Victoria 3800
Australia

Ross L. Hyams

Monash University - Faculty of Law ( email )

Wellington Road
Clayton, Victoria 3800
Australia

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