Factors Influencing Motivation and Active Participation in a Flipped Law Module: Insights From the Extended LLB Programme at the University of the Free State

Abstract

In legal education, flipped and blended learning models offer a unique opportunity to integrate theoretical knowledge with practical skills. However, student engagement in such learning environments, particularly in law modules, remains an area that is insufficiently researched and understood. This qualitative study explores student engagement in a fully flipped and blended Legal Skills module, with a specific focus on motivation and active participation. The research is framed by Barkley’s Model for Student Engagement, which defines engagement as the pedagogical result of interaction between motivation and active learning. Barkley identifies three conditions for achieving synergy in engagement: creating a sense of classroom community, helping students work at their optimal level of challenge, and teaching in a way that promotes holistic learning across cognitive, affective and psychomotor domains. Data was collected through semi-structured interviews and focus-group discussions with students enrolled in the Legal Skills module. Thematic analysis was used to identify recurring patterns in students’ responses regarding their motivation and active participation in the flipped and blended learning environment. The findings reveal that while throughput rates and learner-management-system (LMS) activity suggest surface-level participation, deeper engagement is shaped by several factors. Moreover, each of Barkley’s conditions was reflected in distinct aspects of the students’ experiences within the module. Students reported that collaborative activities promoted a sense of community and accountability, aligning with Barkley’s first condition. The use of scaffolded LMS content, released adaptively based on student progress, supported learners in working at their optimal level of challenge, aligning with Barkley’s second condition for engagement. The third condition emerged through students’ descriptions of personal growth, increased confidence and the development of transferable skills such as critical thinking, time management and self-directed learning. Barriers to engagement included limited Internet access and unfamiliar legal terminology, which underscore the importance of scaffolding and inclusive design. Sustainable teaching practices start with valuing student perspectives. This study shows that when flipped and blended learning environments are intentionally aligned with Barkley’s conditions for engagement, they can promote sustained student motivation and active participation. Such approaches enhance the quality of learning experiences and, more importantly, foster competencies essential for lifelong learning and personal growth beyond the classroom.