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In this study involving blended learning in higher education, a Basics of Law (5 ECTS) course was implemented using a flipped classroom approach and a learning diary. Forty-six (N=46) students participated in a study that evaluated the students' experience of the course implementation. The specific objective of the study was to analyze students' opinions on how the flipped classroom, learning materials, and learning diary were experienced and how these could be developed. Quantitative and qualitative data were analyzed, and students felt the flipped classroom was a practical model for promoting learning in blended learning and legal courses. The flipped classroom and learning diary were expressed to promote students to reflect on learning and deepen their understanding of the subject. The flipped classroom encouraged students to take a more active role in their learning process and enhanced their self-directing skills. The learning diary allowed the whole learning process to be considered in the assessment, and it was suitable to be used instead of an exam. The importance of well-designed course materials and face-to-face classes emerged from the responses. For development purposes, the classroom activities should be carefully pre-planned to activate students for joint discussions and exchanging of ideas. As the main contribution, this study supports that the learning diary is effective in enhancing learning along with the flipped classroom and verifies that the use of these together can be recommended. This research also highlights that the instructor's inspiring and coaching attitude has a positive impact on students' learning motivation.

This case study outlines the development and utilization of a Mobile Augmented Reality (MAR) application to teach an asynchronous online lesson on ecommerce. The MAR technology was leveraged primarily to enhance the presentation of online learning materials, add interactivity to the learning process, and enable students to access the lesson from anywhere via their ubiquitous mobile devices. Two groups, comprising a total of 105 business students, participated in the online lesson during the COVID pandemic. Students' experiences of the implementation were captured through an online survey to find out how the MAR technology was perceived, and what were the benefits and challenges of using the technology. This study contributes to the research on the use of augmented reality in education and offers practical recommendations for teachers to consider when designing and implementing MAR online lessons, including the importance of learner-centered design, careful guidance on technology use, and encouragement of student interaction. The study concludes that augmented reality is a useful tool for improving learning materials and asynchronous online learning practices and MAR applications can be effective for learning with compact materials and microcredentials. [ABSTRACT FROM AUTHOR]

Novel technologies can offer many benefits for learning and teaching and employ different learning theories and pedagogical methods. 360-degree video technology allows the students to monitor the whole learning environment and using online video streaming students can follow teaching remotely. When 360-degree video technology is used in teaching it may also pose a didactical and pedagogical challenges and lead to the rejection of otherwise usable technologies. In this case study, we explore the challenges and opportunities that are associated with using 360-degree video technology in online lecturing. 360-degree video technology was tested with business students in higher education settings and student's opinions about the technology was inquired. In addition, the teacher's experiences were used in analysis. The findings seem to indicate that comparing 360-degree video to the normal video stream the sense of presence was felt more comprehensive. This help students to focus more on instructions and it may lead to a better learning experience and outcomes. The most didactical and pedagogical challenges were the teacher's cognitive overload and problems with technology such as [ABSTRACT FROM AUTHOR]