Refining the traditional flipped-classroom model to optimise student performance on undergraduate degree programmes

Abstract

A paper which advocates the use of online lectures and face-to face workshops, together with an innovative third element – the skills-based face-to-face lecture – which is designed to improve and enhance students’ critical reasoning skills. Critical reasoning, in law and beyond, is defined as the combining of qualitative, subjective argument, or hypothesis, with supporting quantitative, objective, authority. The enhancement of this key skill is vital for not only academic success while students are undertaking their undergraduate degree courses, but has value to future employers in legal practice and many cognate fields