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Access_open Blended Learning in Legal Education

Using Scalable Learning to Improve Student Learning

Journal Law and Method, May 2020
Keywords legal education, blended learning, Scholarship of Teaching and Learning, student learning
Authors Mr.dr. Emanuel van Dongen and Dr. Femke Kirschner
AbstractAuthor's information

    Education should be aimed at supporting student learning. ICT may support student learning. It also may help students to learn and increase their involvement and thus their efforts. Blended learning has the potential to improve study behaviour of students, thus becoming an indispensable part of their education. It may improve their preparation level, and as a result, face-to-face education will be more efficient and more profound (e.g. by offering more challenging tasks), lifting the learning process to a higher level. Moreover, the interaction between students and teachers may be improved by using ICT. A necessary condition to lift students’ learning to a higher (better: deeper) learning level is that all students acquire basic knowledge before they engage in face-to-face teaching. In a First-Year Course Introduction to Private Law, we recently introduced a Scalable Learning environment. This environment allows the acquiring and testing of factual knowledge at individual pace, in a modern and appealing way (independent of time and place). The link between offline and online education during face-to-face teaching is made by using Learning Analytics, provided by the Scalable Learning environment. After the implementation of Scalable Learning, a survey on its effect on learning has been performed by means of questionnaires. The results were compared at the beginning and at the end of the course, related to the approaches taken by teachers as well as to the exam results. This article presents the outcomes of this study.


Mr.dr. Emanuel van Dongen
Mr.dr. Emanuel van Dongen, Department of Law, Faculty of Law, Economics and Governance, Utrecht University.

Dr. Femke Kirschner
Dr. Femke Kirschner works as Educational Consultant at the Educational Development and Training, Utrecht University.

    This article introduces the concepts of play and playfulness within the context of legal-philosophical education. I argue that integrating play and playfulness in legal education engages students and prepares them for dealing with the perpetual uncertainty of late modernity that they will face as future legal professionals. This article therefore aims to outline the first contours of a useful concept of play and playfulness in legal education. Drawing on the work of leading play-theorists Huizinga, Caillois, Lieberman and Csikszentmihalyi, play within legal education can be described as a (1) partly voluntary activity that (2) enables achievement of learning goals, (3) is consciously separate from everyday life by rules and/or make believe, (4) has its own boundaries in time and space, (5) entails possibility, tension and uncertainty and (6) promotes the formation of social grouping. Playfulness is a lighthearted state of mind associated with curiosity, creativity, spontaneity and humor. Being playful also entails being able to cope with uncertainty. The integration of these concepts of play and playfulness in courses on jurisprudence will be illustrated by the detailed description of three play and playful activities integrated in the course ‘Introduction to Legal Philosophy’ at the Vrije Universiteit Amsterdam.


Hedwig van Rossum
Mr. H.E van Rossum, LL.M., is a lecturer-researcher in the Department of Legal Theory at the Vrije Universiteit Amsterdam and has been teaching the freshman course ‘Introduction to Legal Philosophy’ since 2011.
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