Active Learning in Law by Flipping the Classroom: An Enquiry into Effectiveness and Engagement

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Author(s)
Burns, Kylie
Keyes, Mary
Wilson, Therese
Stagg-Taylor, Joanne
Van Doore, Kate
Griffith University Author(s)
Year published
2017
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Legal educators are increasingly encouraged, if not directed, to apply technological innovations in course design and delivery. The use of blended learning, in which courses are delivered in a combination of face-to-face settings and online, has become almost ubiquitous. Blended learning is often associated with active learning, in that a combination of face-to-face and online activities are particularly suitable to facilitate students’ active engagement in learning. Recently, there has been a great deal of interest in a particular type of blended learning which is known as ‘flipped’ learning.Legal educators are increasingly encouraged, if not directed, to apply technological innovations in course design and delivery. The use of blended learning, in which courses are delivered in a combination of face-to-face settings and online, has become almost ubiquitous. Blended learning is often associated with active learning, in that a combination of face-to-face and online activities are particularly suitable to facilitate students’ active engagement in learning. Recently, there has been a great deal of interest in a particular type of blended learning which is known as ‘flipped’ learning.
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Journal Title
Legal Education Review
Volume
27
Issue
1
Publisher URI
Copyright Statement
© 2017 The Author(s) & Legal Education Review. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC BY-NC-ND 4.0) License (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
Subject
Legal education