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

Berger, Daniel 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. ISSN 1476-0401

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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.

Item Type:	Journal Article
Additional Information:	A copy is also available at: https://repository.uel.ac.uk/item/84z48
Keywords:	flipped classroom, learning and teaching, higher education, critical reasoning
Faculty:	ARCHIVED Lord Ashcroft International Business School (until September 2018)
SWORD Depositor:	Symplectic User
Depositing User:	Symplectic User
Date Deposited:	12 Jun 2019 11:15
Last Modified:	29 Apr 2022 11:52
URI:	https://arro.anglia.ac.uk/id/eprint/704371

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