The challenges of adopting new integrated technology strategies : integrating e-learning and blended learning into existing LLB units

![CDATA[Many law schools are considering the utility of adapting their “traditional” modes of classroom delivery to include increasingly flexible modes of teaching and learning by trialling new integrated technology strategies. This transition may be achieved through the development of blended learning environments (which make the best use of face-to-face learning) and online learning formats (which may be supported by a multitude of courseware) so as to provide increasingly flexible, engaged and interactive learning experiences for students. Effective strategies are expected to enhance student engagement and learning through online activities within the curriculum, and improve effectiveness and efficiencies by reducing lecture time. However, there can be resistance to the introduction of new integrated technology strategies into a course. Many seasoned lecturers may doubt their ability to learn and manage new electronic technologies, may question whether the quality of teaching and learning experiences will be enhanced by these new approaches, and query whether workload agreements can accommodate these changes. For institutions which have adopted a strategy on the adoption of e-learning technologies, the challenge of fostering and encouraging the support and uptake by the academic stakeholders may be enhanced by the development of a system of E-learning and Blended Learning mentorship and training within the law school; establishment of a pilot project for the staged introduction of blended and e-learning elements into the teaching practice of the law school; and establishment of feedback and evaluation systems to measure the success and failures of the various phases of the staged process so as to ensure the most beneficial results.]]