An explanatory study on the implementation of a blended learning approach to teaching and learning at the Hugh Wooding Law School

Abstract

In 2020, the COVID-19 pandemic necessitated that higher education institutions rapidly implement emergency systems, policies, procedures and technological infrastructure to transition to an online teaching and learning environment. Many institutions are contemplating which systems and infrastructure to retain post-pandemic after experiencing the benefits of online and blended learning (BL). This paper uses an explanatory sequential mixed methodology to examine the Hugh Wooding Law School’s (HWLS) decision to implement a BL modality for the Academic Year 2022/2023. The study analyses secondary data from student and staff surveys, collects primary data by interviewing internal stakeholders, and assesses the findings against the Complex Adaptive Blended Learning System framework. The findings indicate that students and tutors were satisfied with the BL modality. It offers flexibility and convenience, promotes conducive learning environments, and provides a platform for learner support. The study concludes that to fully establish BL at the HWLS, more instructional, technological, and institutional support is required.