Abstract In legal education, studying the myriad of facts and issues raised in fundamental legal cases has been a longstanding tradition. However, asking students at the undergraduate level, who are outside of the legal discipline, to read lengthy legal cases is an exercise many students find dry and unhelpful. This paper presents the findings from an innovative blended learning program for business law students. The program is based on face‐to‐face instruction paired with a series of online videos and animations that highlight legal cases. As a result of the program, there is evidence of improved student performance on examinations compared to traditional offerings of the course. In terms of improvement, the program could be augmented to create further incentives for students to participate in class discussions. This may lead to an increase in student public speaking and debating skills.
Jeffrey Bone (Wed,) studied this question.