Ayub, Zainal Amin and Mohamed Yusoff, Zuryati and Hashim, Fazlini (2021) Blended Learning in Substantive and Procedural Law Modules: Malaysia’s Experience. Tianjin Daxue Xuebao (Ziran Kexue yu Gongcheng Jishu Ban)/Journal of Tianjin University Science and Technology, 54 (12). pp. 79-91. ISSN 0493-2137

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Abstract

Since its inception in 1990s, blended learning gain its footing in higher education system. The awareness amongst law lecturers on the blended learning however are not encouraging as they are firmly hold to Socratic methodology and conventional classroom face-to-face instruction. This study examines the awareness of law lecturers in using blended learning and the performance of the students who enrolled in blended learning classes. This study involves descriptive and inferential statistical analyses to investigate the law lecturers’ awareness and to analyse impact of blended learning toward students’ performance. Five modules have been experimented, three substantive law modules and two procedural law modules. The results suggest that the awareness of law lecturers on the usage of blended learning is increasing. While students’ performance, the result shows that it is better if the module is blended, but only in regards to substantive law module. On the contrary, the performance of the students is unsatisfactory in the procedural law module. This study concludes that while the awareness and the interest among law lecturers to use blended learning is increasing, it is also concluded that the suitability of blended learning only in regards to substantive law modules compared to procedural law modules

Item Type:	Article
Uncontrolled Keywords:	Blended Learning, Legal Education, Awareness of Law Lecturer, Substantive Law, Procedural Law
Subjects:	K Law > K Law (General)
Divisions:	College of Law, Government and International Studies
Depositing User:	Mdm. Sarkina Mat Saad @ Shaari
Date Deposited:	18 Jul 2024 09:11
Last Modified:	18 Jul 2024 09:11
URI:	https://repo.uum.edu.my/id/eprint/31088

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