Document Type

Unpublished Paper

Publication Date



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.


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.