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Research

Evaluation innovation projects

Online lecture Introduction to Constitutional and Administrative Law (Law)

The ISBR course was first provided as a blended-learning course in the 2015-2016 academic year. This type of teaching was continued during the 2016-2017 academic year. The lectures and work groups were supplemented with an online day. The online day consists of an online assignment and a feedback lecture. The effect of the online day was first assessed by means of a questionnaire among the students and teachers. The response from the students to the questionnaire was then linked to their grades and their viewing behaviour regarding the online lectures. Only the data of students who gave permission to do so were included.

Conclusion
In general, students and teachers were more positive about the online assignments than about the online lectures. The students indicated that the online assignments encouraged them to more actively use and study the subject matter. They also suggested, however, that the online assignment better be rescheduled until after the work group as they would then be better prepared. The students did not pose many questions. The reasons for this were that they did not feel they needed to or that they preferred to do so during the work group session. The effect of the online feedback lectures on their marks seems promising. The more time the students spent on watching the feedback lectures, the higher their subsequent marks.

Results of 2016-2017 Results of 2015-2016

 

Evaluation Knowledge clips and web lectures 

Knowledge clips Constitutional and Administrative Law (USG)

Many students find the Constitutional and Administrative Law course as taught in the second year of the Bachelor’s degree programme of Governance & Organisation rather complex and daunting. Therefore, four knowledge clips were made.

Conclusion
The students highly valued the use of the knowledge clips by students and the clips were intensively used. Moreover, there are indications that the watching of the clips leads to a better performance during exams, even though there is no correlation with the frequency or the time spent on watching the clips.

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Mini-lectures Fundamentals of Law (Law)

22 mini-lectures were made. The mini-lectures were 10 minute videos and presented short and concise summaries of the content of the lectures per topic.

Conclusion
Students think the video mini-lectures provide added value to the teaching activities. They are very happy about the content and quality of the videos. The videos are a good preparation for lectures or work groups. The students also like to  have access to video mini-lectures in other courses.

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