Refining the traditional flipped-classroom model to optimise student performance on undergraduate degree programmes

Article

Berger, D. and Wild, Charles 2016. Refining the traditional flipped-classroom model to optimise student performance on undergraduate degree programmes. Journal of Commonwealth Law and Legal Education. 11 (1), pp. 57-70.
AuthorsBerger, D. and Wild, Charles
Abstract

A paper which advocates the use of online lectures and face-to face workshops, together with
an innovative third element – the skills-based face-to-face lecture – which is designed to
improve and enhance students’ critical reasoning skills. Critical reasoning, in law and beyond,
is defined as the combining of qualitative, subjective argument, or hypothesis, with
supporting quantitative, objective, authority. The enhancement of this key skill is vital for not
only academic success while students are undertaking their undergraduate degree courses,
but has value to future employers in legal practice and many cognate fields.

JournalJournal of Commonwealth Law and Legal Education
Journal citation11 (1), pp. 57-70
ISSN1476-0401
Year2016
PublisherThe Open University School of Law
Publisher's version
Web address (URL)http://law-school.open.ac.uk/sites/law-school.open.ac.uk/files/files/JCLLE%20Vol%20%2011%20No%20%201%20Autumn%202016.pdf
Publication dates
Print01 Oct 2016
Publication process dates
Deposited23 Jan 2017
Copyright information© The authors and Journal of Commonwealth Law and Legal Education
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