Final Remarks

Abstract

This chapter offers final remarks by the authors.

The original version of this chapter was revised: The erratum to this chapter is available at 10.1007/978-981-10-0479-7_8

Appendices

Appendix A: List of Law School Websites Searched

List A.1 U.K. Law Schools

• 1. Anglia Ruskin University

• 2. Bournemouth University

• 3. Brunel University

• 4. Cardiff University

• 5. City Law School

• 6. City University London

• 7. Coventry University

• 8. Durham University

• 9. King’s College London

• 10. Kingston University

• 11. Lancaster University

• 12. Leeds Metropolitan University

• 13. Liverpool John Moores University

• 14. London Metropolitan University

• 15. London School of Economics and Political Science

• 16. London South Bank University

• 17. Middlesex University

• 18. Newcastle University

• 19. Nottingham Trent University

• 20. Oxford Brookes University

• 21. Oxford Institute of Legal Practice

• 22. Queen’s University of Belfast

• 23. Staffordshire University

• 24. Swansea University

• 25. University of Aberdeen

• 26. University of Bedfordshire

• 27. University of Birmingham

• 28. University of Brighton

• 29. University of Bristol

• 30. University of Cambridge

• 31. University of Central Lancashire

• 32. University College London

• 33. University of East Anglia

• 34. University of East London

• 35. University of Edinburgh

• 36. University of Essex

• 37. University of Exeter

• 38. University of Glasgow

• 39. University of Hull

• 40. University of Keele

• 41. University of Kent

• 42. University of Law

• 43. University of Leeds

• 44. University of Leicester

• 45. University of Lincoln

• 46. University of Liverpool

• 47. University of London

• 48. University of Manchester

• 49. University of Nottingham

• 50. University of Oxford

• 51. University of Reading

• 52. University of Sheffield

• 53. University of Southampton

• 54. University of Strathclyde

• 55. University of Surrey

• 56. University of Sussex

• 57. University of Teesside

• 58. University of Warwick

• 59. University of Wolverhampton

List A.2 U.S. Law Schools

• 1. American University

• 2. Arizona State University

• 3. Baylor University

• 4. Boston College

• 5. Boston University

• 6. Brigham Young University

• 7. Brooklyn Law School

• 8. Case Western Reserve University

• 9. Catholic University of America

• 10. Chapman University

• 11. College of William & Mary

• 12. Columbia University

• 13. Cornell University

• 14. DePaul University

• 15. Duke University

• 16. Emory University

• 17. Florida State University

• 18. Fordham University

• 19. George Mason University

• 20. George Washington University

• 21. Georgetown University

• 22. Georgia State University

• 23. Harvard University

• 24. Hofstra University

• 25. Illinois Institute of Technology

• 26. Indiana University

• 27. Indiana University, Bloomington

• 28. Lewis & Clark College

• 29. Louisiana State University

• 30. Loyola Marymount University

• 31. Loyola University Chicago

• 32. New York University

• 33. Northeastern University

• 34. Northwestern University

• 35. Ohio State University

• 36. Pennsylvania State University

• 37. Pepperdine University

• 38. Rutgers, State University of New Jersey, Camden

• 39. Rutgers, State University of New Jersey, Newark

• 40. Santa Clara University

• 41. Seattle University

• 42. Seton Hall University

• 43. Southern Methodist University

• 44. St. John’s University

• 45. Stanford University

• 46. Syracuse University

• 47. Temple University

• 48. Tulane University

• 49. University of Alabama

• 50. University of Arizona

• 51. University of Arkansas

• 52. University of California, Berkley

• 53. University of California, Davis

• 54. University of California, Hastings College of the Law

• 55. University of California, Los Angeles

• 56. University of Chicago

• 57. University of Cincinnati

• 58. University of Colorado Boulder

• 59. University of Connecticut

• 60. University of Denver (Sturm)

• 61. University of Florida

• 62. University of Georgia

• 63. University of Hawaii

• 64. University of Houston

• 65. University of Illinois, Urbana

• 66. University of Iowa

• 67. University of Kansas

• 68. University of Kentucky

• 69. University of Maryland

• 70. University of Miami

• 71. University of Michigan

• 72. University of Minnesota, Twin Cities

• 73. University of Missouri

• 74. University of Nebraska

• 75. University of Nevada

• 76. University of New Mexico

• 77. University of North Carolina, Chapel Hill

• 78. University of Notre Dame

• 79. University of Oklahoma

• 80. University of Oregon

• 81. University of Pennsylvania Law School

• 82. University of Pittsburgh

• 83. University of Richmond

• 84. University of San Diego

• 85. University of San Francisco

• 86. University of Southern California Law School

• 87. University of Tennessee

• 88. University of Texas

• 89. University of the Pacific

• 90. University of Utah

• 91. University of Virginia

• 92. University of Washington

• 93. University of Wisconsin-Madison

• 94. Vanderbilt University Law School

• 95. Villanova University

• 96. Wake Forest University

• 97. Washington and Lee University

• 98. Washington University

• 99. West Virginia University

• 100. William Mitchell College of Law

• 101. Yale University

• 102. Yeshiva University

List A.3 Law Schools in Australia and New Zealand

• 1. Australian National University

• 2. Bond University

• 3. Charles Darwin University

• 4. Deakin University

• 5. Edith Cowan University

• 6. Flinders University

• 7. Griffith University

• 8. James Cook University

• 9. Macquarie University

• 10. Monash University

• 11. Murdoch University

• 12. Queensland University of Technology

• 13. RMIT University

• 14. Southern Cross University

• 15. University of Adelaide

• 16. University of Auckland

• 17. University of Canterbury (New Zealand)

• 18. University of Melbourne

• 19. University of New England

• 20. University of New South Wales

• 21. University of Newcastle

• 22. University of Notre Dame Australia

• 23. University of Otago

• 24. University of Queensland

• 25. University of Sydney

• 26. University of Tasmania

• 27. University of Technology Sydney

• 28. University of Waikato (New Zealand)

• 29. University of Western Australia

• 30. University of Western Sydney

• 31. University of Wollongong

• 32. Victoria University

• 33. Victoria University of Wellington

List A.4 Asian Law Schools

• 1. China University of Political Science and Law

• 2. City University of Hong Kong

• 3. Fudan University

• 4. Korea University

• 5. Kyushu University

• 6. Nanyang Technological University

• 7. National Taiwan University

• 8. National University of Singapore

• 9. Peking University

• 10. Renmin (People’s) University of China

• 11. Seoul National University

• 12. Shanghai Jiao Tong University

• 13. Singapore Management University

• 14. The Chinese University of Hong Kong

• 15. Tsinghua University

• 16. University Malaya

• 17. University of Hong Kong

• 18. University of Tokyo

• 19. Yonsei University

Appendix B: Checklist—Developing Flipped Classrooms?

Step 1 Planning ¹

• Step 1.1 Planning—to flip or not to flip?

  • What is the educational purpose of the subject?²

  • What student learning outcomes do you want to achieve?³ What knowledge, skills or abilities will students acquire from the course?

  • What activities will help students to achieve the learning goals?⁴ If you believe that more in-class activity could help achieving the learning goals, then you may consider flipping.

• Step 1.2 Planning—choose the right topics

  • FLIP content that is:

    • ‘straight forward concept(s), basic application(s), or demonstration of a skill’⁵ or

    • ‘confusing, yet can be previewed to assist class discussion’.⁶

  • Suitable content includes:

    • ‘preview and review of concepts’

    • theory or legal definitions,

    • summary of the law or previously discussed cases,

    • ‘basic skills to be modeled or discussed’,

    • basic problems and application of the law, and

    • ‘feedback on assignments’.⁷

  • DON’T FLIP content:

    • that is adequately covered by printed materials,⁸

    • where you expect student resistance or unpredictable questions,⁹

    • that is difficult to be delivered in a 10–20-minute recording, or

    • that is unsuitable to be presented ‘in a visually engaging format’.¹⁰

  • ‘Start small’. It is NOT necessary to flip the entire course.¹¹

• Step 1.3 Planning—redesign your course

  • Plan carefully which components are best delivered by the video/audio lectures and which are best reserved for in-class activities.¹²

  • Teachers should:

    • optimize the in-class time to enrich students’ learning experience rather than replacing in-class time with online modules,¹³

    • provide in-class interactive guidance on the topics covered by the videos.¹⁴

  • Teachers should NOT use in-class time to teach students additional content.¹⁵

  • Examples of in-class activities:

    • teacher-directed questions and answers,

    • individual work,

    • student-directed small group discussions,

    • presentations,

    • problem-solving simulations, and

    • brief-lectures.¹⁶

  • Out-of-class content may also include assigned reading materials.¹⁷ Teachers may request students to complete tasks while watching or after watching online videos to reinforce the learning experience.¹⁸

• Step 1.4 Planning—designing the video/audio lectures

  • How long should the video/audio lectures be? Try to make short lectures (between 10 and 20 min).¹⁹ Smaller files are easier to edit, upload, access and digest.

  • Is the additional amount of out-of-class work realistic? Students’ overload must be avoided.²⁰

• Step 1.5 Planning—check technical readiness and resources

  • Technical readiness

    • Do you or the IT department have the technical skills to produce Flipped Classrooms, i.e. do the recording, editing and uploading?

    • Do you have sufficient time?²¹

  • Resources

    • Does your institution/do you have the necessary equipment or technology available?

    • Is there any studio or assigned site for recording?²²

    • If you choose the ‘screen capture approach’, a desktop rather than a laptop computer may be more suitable.²³

    • Does your institution have/do you have editing software which is compatible with the operating system?²⁴

    • Do your students/does your institution have the necessary device(s) to access video/audio lectures?

    • Is additional investment necessary? Do you have access to the necessary funding sources?

Step 2 Production ²⁵

• Step 2.1 Production—preparation

  • Prepare a script before recording and practice.²⁶

  • Speak with precision and clearly during the recording.²⁷ Avoid unnecessary motion, irrelevant images or noises.²⁸

  • Remember to check lighting.²⁹

  • Make recordings in one take and avoid obsession with editing out the ‘ums’ and small errors.³⁰

  • Experiment with recording first to check the lighting, sound and quality of the recording before starting the production.

• Step 2.2 Production—video or audio lecture?³¹

  • Do you understand your students’ learning preference?³² Do they prefer video or audio lectures? Can you provide both to satisfy different learning needs?

  • Do your students have the necessary device to view or listen to video/audio lectures?

  • Are the video/audio formats chosen compatible with students’ devices, operating systems and browsers?³³

• Step 2.3a Production—choosing the ‘white board approach’³⁴

  • The teacher ‘simply tapes himself or herself in front of a white board or flip chart’.³⁵

  • Resources:

    • equipment: a webcam, video camera or inbuilt camera on any mobile device. Use of external microphone may improve the audio quality.³⁶

    • editing software: simple editing apps are usually inbuilt in the video camera or mobile device. If you need to edit the video on a computer, editing software such as Windows Movie Maker for PC or iMovie for Mac is necessary.³⁷

  • Teachers are advised to use the ‘white board approach’

    • if teacher’s presence is regarded important.³⁸

    • for ‘welcome messages, to introduce topics, provide overviews and address frequently asked questions’.³⁹

    • unless the lecture concerns an often changing topics.

    • to consider providing students a written script to read while watching the video lectures.⁴⁰

• Step 2.3b Production—choosing the ‘screen capture approach’⁴¹

  • The ‘screen capture approach’ matches the teacher’s voice with an online presentation normally providing explanations and examples around a PowerPoint slideshow.⁴²

  • Resources:

    • equipment: a desktop computer.

    • editing software: Camstasia, Captivate, Echo 360 Personal Capture, Educreations, Jing, MediaSite, Screener, Screencast-O-Matic and Snagit.⁴³

  • Teachers are advised to use the ‘screen capture approach’:

    • if it is intended to satisfy visual and auditory learning needs of students.;

    • if they are confident with their technical skills.

    • if it is expected that certain parts of the lecture content will require future updating.

• Step 2.3c Production—choosing the audio-only format⁴⁴

  • Only teacher’s voice is recorded.

  • Resources

    • equipment: a smartphone or tablet. Quality of sound should be at FM radio level for optimal listening.⁴⁵

    • recording software: Recordium and Voice Recorder HD for iOS and Voice Pro and Voice Recorder Pro for Android.⁴⁶

    • editing software: the mobile device usually comes with simple editing apps. For more sophisticated editing, use audio editing applications, such as Audacity for a PC or GarageBand for a Mac.⁴⁷

  • The audio-only format requires the lowest budget and technical skills.⁴⁸

  • Consider providing students materials to read while listening to the audio lectures.

• Step 2.4 Alternative to production—OERs⁴⁹

  • If producing your own video/audio lecture is not an option, you may opt for OERs instead—be prepared, however, for the time and effort to locate and integrate ‘foreign’ materials into your own course.

  • OERs are e.g. available at:

    • iTunes U

    • YouTube EDU

    • MERLOT

    • MIT OpenCourseWare

Step 3 Distribution ⁵⁰

• Step 3.1a Distribution—by existing institutional platforms

  • Does your institution have existing platforms (Blackboard, WebCT, and TWEN) which allow uploading of digital files?⁵¹

  • Is ‘streaming’ or similar technology available?⁵² Check with the IT department whether your video/audio files are of the right size for uploading and downloading.⁵³

  • Does the platform have sufficient bandwidth to accommodate simultaneous access by students? If not, the limit on access numbers must be known in advance to allocate access time to students.⁵⁴

  • Does the server have enough storage for all the digital files or can an individual storage quota be allocated to the ‘flipped’ course?⁵⁵

  • Are there any institutional policies regarding the uploading and downloading of digital files in the university?

• Step 3.1b Distribution—by private platforms⁵⁶

  • Examples of private platforms:

    • YouTube

    • podcasting

    • Vimeo

    • SoundCloud

  • Since this type of open channel makes the files publicly accessible, the protection of digital files must be ensured possibly with the help of IT colleagues.⁵⁷

  • Available online storage services are:

    • Portfolio

    • OneDrive for Business

    • GoogleDrive

    • Cloudstor.⁵⁸

  • The use of private platforms may entail that the teacher himself/herself rather than the IT department has to be responsible for any technical follow-ups.

Step 4: Others

• In order to gain full cooperation from students, adequate communication is necessary in relation to purpose, benefits and implementation of Flipped Classroom concept.⁵⁹

• Explain to students the structure of the course and the importance on viewing or listening to online lectures before coming to class.

• Offer technical training and support.

Appendix C: Materials Related to the Case Study

Table C.1 OER videos on LIBT II topics

Table C.2 List of videos produced as (flipped) LIBT II online lectures

Table C.3 LIBT II reading suggestions

Table C.4 Questionnaire (raw form)

Part II—Please answer this part if you have NOT watched the video lectures at all. Use numbers (1–5) to indicate your agreement with the below statements:

• 1 = strongly disagree

• 2 = disagree

• 3 = neutral

• 4 = agree

• 5 = strongly agree.

	Answer
1. I did not know that video lectures were available.
2. I did not know the importance of watching video lectures.
3. I had a device but did not know how to watch or download the video lectures.
4. I had a device but could not find time to download or watch the video lectures.
5. I do not like watching video lectures. I prefer face-to-face lectures instead.
6. I do not like lectures at all. I prefer reading the relevant materials instead.
7. I will watch the video lectures at least once before the exam.

Part III (a)—Please answer this part if you have watched AT LEAST ONE of the video lectures. Use numbers (1–5) to indicate your agreement with the below statements:

• 1 = strongly disagree

• 2 = disagree

• 3 = neutral

• 4 = agree

• 5 = strongly agree.

	Answer
1. The visual quality of the video lectures was clear.
2. The audio quality of the video lectures was clear.
3. The speaker’s presentation was clear.
4. The content was delivered at an appropriate speed.
5. I did not experience difficulties in downloading.
6. The video lectures were of the right length (not too long, not short).
7. If I were given a choice, I would choose face-to-face lectures instead of watching video lectures.
8. If I were given a choice, I would choose watching video lectures instead of face-to-face lectures.
9. I will watch all or some of the video lectures again before the exam.
10. I like video lectures because they allow more time for in-class exercises.
11. The video lectures help me understand the topics.
12. The video lectures help revision.
13. The video lectures give me flexibility when preparing for in-class sessions.
14. The video lectures allow me to skip classes.
15. I do not like face-to-face lectures.
16. It is difficult to use the video lectures.
17. It is time-consuming to watch all the video lectures.

Part III (b)—Please answer this part if you have watched AT LEAST ONE of the video lectures

Part III (c)—Please answer this part if you have watched AT LEAST ONE of the video lectures. Use numbers (1–5) to indicate your agreement with the below statements:

• 1 = strongly disagree

• 2 = disagree

• 3 = neutral

• 4 = agree

• 5 = strongly agree.

	Answer
1. I could understand the lecture topics by reading relevant materials alone (without watching the video lectures).
2. I enjoyed the in-class exercises in week 10 and 11 more than the exercises in other sessions.
3. I have participated more actively in in-class exercises in week 10 and 11 than the other sessions.
4. I prefer to have more time for in-class exercises rather than spending in-class time listening to lectures.
6. I look forward to taking courses using video lectures in the future.

Part IV (a)—For students who have experienced TECHNICAL PROBLEMS

Part IV (b)—For students who have experienced TECHNICAL PROBLEMS. Use numbers (1–5) to indicate your agreement with the below statements:

• 1 = strongly disagree

• 2 = disagree

• 3 = neutral

• 4 = agree

• 5 = strongly agree.

	Answer
1. The university technical support team was friendly
2. The technical problem was solved after seeking assistance from the technical support team
3. I have sought help from people other than the technical support team

Part V: Additional Comments—if any—on the LIBT II video lectures.

Table C.5 Data gathered via the questionnaire

Table C.6 Echo 360 data re visits of (flipped) LIBT II online lectures