Blended Learning in Substantive and Procedural Law Modules: Malaysia’s Experience

Since its inception in 1990s, blended learning gain footing higher education system. The awareness amongst law lecturers on the however are not encouraging as they firmly hold to Socratic methodology and conventional classroom face-to-face instruction. This study examines of using performance students who enrolled classes. involves descriptive inferential statistical analyses investigate lecturers’ analyse impact toward students’ performance. Five modules have been experimented, three substantive two procedural modules. results suggest that usage is increasing. While performance, result shows it better if module blended, but only regards module. On contrary, unsatisfactory concludes while interest among use increasing, also concluded suitability compared