| Publication |
2010.
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| Summary/Abstract |
This article recounts the author's experience of teaching International Law as a "blended" or "hybrid" course. In hybrid teaching, a significant portion of the learning activities is moved online, and time traditionally spent in the classroom is reduced but not eliminated. The article first briefly reviews the literature on international law pedagogy. Next, it describes the particular context within which the author redesigned the author's traditional course. It thereafter highlights the key aspects of the author's redesigned course. Finally, it shares some practical lessons that the author has learned and more general conclusions that the author has reached in hybrid teaching.
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