The Covid pandemic revolutionised virtual learning and made blended learning the mainstream of pedagogy. It reemphasised what we have always known: knowledge is ever changing. Stakeholders in the law curriculum design and implementation process recognise this trait and the demands it makes on traditional ways of teaching law to students who are often more tech-savvy than their lecturers (Hess 2013). 

When student protests birthed class disruptions across South Africa, I began to embrace blended learning through increased reliance on virtual learning platforms like iKamva. Blended learning seeks to remedy the deficiencies of traditional classroom methods by integrating them with online activities. As López-Pérez et al (2011) stated, it aims to “complement face-to face (FTF) classes with web-based materials.” While teaching at UCT, I used an electronic platform like iKamva called Vula. It incorporates plagiarism software (Turnitin), cloud storage (Dropbox), links to e-libraries, instant interactive facilities like Skype and chatrooms, and resources for learning and assessment such as Lessons and Gradebook. My resort to blended learning helped me to adjust seamlessly into virtual learning when the Covid pandemic started.

Admittedly, blended learning presents unique challenges for students who are not technologically savvy or lack access to reliable internet. Sadly, these challenges are formidable for many students in the developing world (Tshabalala et al 2014), including at UWC. Accordingly, I am cautious on the extent to which I employ e-learning tools at UWC. I use role plays and audio/visual images to simplify concepts such as legal pluralism and cultural relativism. I also upload course materials online. Post-Covid, I teach virtually and record my lectures when I have to attend academic events. 

References 

López-Pérez, M.V., Pérez-López, M.C. and Rodríguez-Ariza, L. “Blended learning in higher education: Students’ perceptions and their relation to outcomes” (2011) 56(3) Computers and Education 818-826.

Hess, G.F., 2013. Blended courses in law school: The best of online and face-to-face learning. McGeorge L. Rev., 45, p.51.

Tshabalala, M., Ndeya-Ndereya, C. and van der Merwe, T. “Implementing blended learning at a developing university: obstacles in the way” (2014) 12(1) Electronic Journal of e-Learning 101-110.