Document Type
Unpublished Paper
Publication Date
2018
Abstract
This project investigated student engagement in technology-enhanced learning. The main research question of this mixed-method study is: “How can instructors use flipped classroom pedagogy in blended and online courses in business law to foster engagement and participation among diverse, non-law students in an upper year B.Comm course?” The study explored the effects of redesigning a traditional lecture course to a flipped class.
Included in
Business Law, Public Responsibility, and Ethics Commons, Curriculum and Instruction Commons, Higher Education Commons, Online and Distance Education Commons
Comments
This project was funded and supported by eCampusOntario. This CC-BY 4.0 licensed report is geared towards a general audience including policy makers, administrators, faculty, instructional support staff, and students who are interested in adopting innovative pedagogical approaches in their own teaching and learning at their institutions.