Resources

In her article, Carie Windham discusses what it means to be a part of the Net Generation by drawing on experiences and examples from her own education experience. Next, she addresses what technological advances have done for her study habits and learning processes. Finally, Windham suggests the...
Examining a number of technological, commercial, and professional scenarios, the author argues that the law school of the near future must become a hybrid place, what is known in e-commerce as a "click-and-brick." The article examines the qualitative and institutional arguments frequently raised...
The editors of Educating the Net Generation have compiled resources meant to educate instructors on the future of learning's integration with technology. Through various sources, the authors explore the advantages of bringing technology into the classroom, and the adaptations that instructors must...
In their article, authors Phillip Long and Stephen Ehrmann discuss the need to move away from traditional learning structures like lectures and note-taking and toward alternatives that heighten student understanding and interaction with the material. In considering the future of the learning space...
The Online Learning Consortium, formerly the Sloan Consortium (Sloan-C), was created to provide a place for members and others to find education and professional development in the field of online teaching and learning. Participants can earn a customizable online teaching certificate as well as...

Hybrid/Blended/Online Learning

The Online Learning Consortium, formerly the Sloan Consortium (“a consortium of individuals, institutions, and organizations committed to online learning”), defines hybrid or blended courses as those in which 20-79% of the learning activities are available online and in which time spent in the classroom is reduced but not eliminated. There are also hybrid/blended programs which consist of a predetermined mixture of face-to-face, hybrid, and online courses. In an online course or program, the majority of the learning activities and courses are online and time spent in the classroom is either completely eliminated or consists of only a few sessions. 

Law students today have grown up in the world of the web and this “cross-platform” learning is natural to them. In response, instructors are moving beyond a course website which provides students with 24/7 content access to the integration of learning tools that expand the classroom itself, providing students with opportunities to engage interactively with the material and with each other outside of class time. These may include discussion, blogging, and the use of collaboration software.