Flipped classroom is one of the alternative learning modalities beyond simply delivering lectures in the classroom and assigning homework for students at home. During the COVID-19 pandemic, Wusong Law School, a commercial educational institution for Chinese lawyers, initiates the flipped classroom where both distance e-learning prior to the class and online collaborative activities are integrated in the Intellectual Property Law Department. This paper assesses the best practices and challenges to Wusong Law School in the implementation of flipped classroom, which have been determined with the thematic approach. This research suggests that flipped classroom could promote student engagement, improve learning independence and self-control, and enhance student-teacher relationship. It also reveals that the students and teachers undertake the challenges of technical problems, time intensive preparation and procrastination. Law schools need to establish a sustainable flipped classroom model in consideration of the potential best practices and the worldwide spread of COVID-19, by reshaping the classroom in a collaborative, independent and customized way, proving technical supports, well-planned preparation and time management guidance for students. This paper shall be significant and beneficial to law schools and law firms to assess current practices and gain insights into how to improve their education strategy to meet the needs of law students during the pandemic of COVID-19. For future researchers, it can be referred to as a foundation and basis for further studies about alternative learning modalities implemented by educational institutions of law.

Authors:
Dan Liu, University of the Cordilleras, Philippines
Marcelino M. Agnawa Jr., University of the Cordilleras, Philippines

About the Presenter(s)
Ms Dan Liu is a University Doctoral Student at University of the Cordilleras in Philippines

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