Flipping media law

This paper will report on an action research project that introduced a Flipped Classroom (FC) approach combined with group-based learning activities to teach one topic within a level 4 media law module. It explores if it enhanced active learning opportunities and promoted student engagement. Developing a good understanding of media law is crucial for students on professionally accredited journalism programmes. This understanding underpins students’ work across practical modules and prepares them to be legally safe trainee journalists after graduation. Media law in higher education is traditionally taught via didactic lecturers that offers little chance for active learning.