The odd case of the Legal Foundation Module: Reporting on student perceptions of E-Learning at Cardiff Law School

Breda, Vito ORCID: https://orcid.org/0000-0002-4593-1699 and Langton, Nicola 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.

Preview	PDF - Accepted Post-Print Version Download (641kB) | Preview
Preview	PDF - Submitted Pre-Print Version Download (336kB) | Preview

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).

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Law
Subjects:	K Law > K Law (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Uncontrolled Keywords:	E-learning, Teaching Efficiency, Qualitative Analysis, Law Student Perceptions
Publisher:	Commonwealth Law and Legal Education
ISSN:	1476-0401
Date of First Compliant Deposit:	30 March 2016
Last Modified:	07 Nov 2024 04:45
URI:	https://orca.cardiff.ac.uk/id/eprint/14993

Actions (repository staff only)

Edit Item