The odd case of the legal foundation module: reporting on student perceptions of e-learning at Cardiff Law School

Article

Breda, V. and Langton, N.. 2011. "The odd case of the legal foundation module: reporting on student perceptions of e-learning at Cardiff Law School." Journal of Commonwealth Law and Legal Education. 8 (1), pp. 59-84.
Article Title

The odd case of the legal foundation module: reporting on student perceptions of e-learning at Cardiff Law School

ERA Journal ID33470
Article CategoryArticle
AuthorsBreda, V. (Author) and Langton, N. (Author)
Journal TitleJournal of Commonwealth Law and Legal Education
Journal Citation8 (1), pp. 59-84
Number of Pages26
Year2011
Place of PublicationAbingdon, Oxon. United Kingdom
ISSN1476-0401
1750-662X
Web Address (URL)http://www.open.ac.uk/business-school/sites/www.open.ac.uk.business-school/files/JCCLE%208_1.pdf
Abstract

The debate over whether online activities enhance learning has also been occurring in legal education. For Cardiff Law School, where pedagogy dictates the 'blend' of traditional and online support, the question has been whether complementing or substituting traditional teaching activities with e-learning tasks and resources (e-blend) can enhance Cardiff Law School students' overall pedagogical experiences. This paper reports on a project that explored aspects of this dilemma by investigating Cardiff Law School students' perceptions, with a particular focus on the value they placed on e-learning resources and tasks. The research methodology adopted integrates quantitative data (student results) with a qualitative analysis (semi-structured focus group interviews).

Keywordslegal education; e-learning; e-blending; teaching efficiency; qualitative analysis; law student perceptions
ANZSRC Field of Research 2020390107. Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
390303. Higher education
390402. Education assessment and evaluation
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsCardiff University, United Kingdom
University of Reading, United Kingdom
Institution of OriginUniversity of Southern Queensland
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