Breaking the case: Integrating a blended learning approach in a first-year forensic science module

Area of Science:

• Forensic Science Education
• Educational Technology

Background:

• Undergraduate forensic science programs require innovative teaching methods.
• Traditional delivery models may not fully optimize student engagement and skill development.

Purpose of the Study:

• To evaluate a blended learning model in a first-year forensic science module.
• To enhance student engagement, learning experience, and academic performance.

Main Methods:

• Implemented a blended learning model with pre-session online tasks (reading, videos, simulations) and in-class activities.
• Assessed foundational knowledge via online quizzes and gathered student feedback through surveys and discussions.
• Restructured in-class time for knowledge consolidation, critical thinking, and practical application.

Main Results:

• Quantitative data (quiz scores, task completion) and qualitative feedback indicated improved student engagement and confidence.
• The model supported enhanced independent learning, critical thinking, and practical competency.
• Despite a small cohort, results suggest the model's effectiveness.

Conclusions:

• Blended learning is a sustainable and effective strategy for forensic science education.
• The study provides a framework for implementing blended learning in time-constrained modules.
• This model can improve key competencies for forensic science professionals.