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Snasdell, Abi, Anyogu, Amarachukwu and Ahmed-Ali, Masuma (2026) Breaking the case: Integrating a blended learning approach in a first-year forensic science module. Science and Justice, 66 (3). p. 101425. ISSN 1355-0306
An extensive, holistic review of undergraduate forensic science provision was conducted, with a focus on innovative, evidence-based teaching and learning strategies. This study explored introducing a blended learning model within a new first-year Forensic Science module to improve student engagement, experience, and performance. Foundational content was delivered through pre-session tasks, including guided reading, video materials, and online simulations. This allowed in-class time to be restructured around knowledge consolidation, casework-based critical thinking, practical application, and structured oracy development, competencies relevant to effective communication in forensic contexts and to courtroom testimony. Pre-session task completion was assessed quantitatively through low-stakes, rigorous online quizzes administered before the lecture. Student voice, via online surveys and in-class discussions, was embedded throughout to promote ownership of learning and inform iterative module improvements, ensuring alignment with student needs. Although the small cohort limited statistical power, quantitative indicators, such as pre-session task completion rates, quiz performance, and summative outcomes, and qualitative feedback demonstrated improved engagement and increased confidence, supporting the model’s effectiveness in enhancing independent learning, critical thinking, and practical competency in forensic science education. This study contributes to the growing body of evidence supporting blended learning as a sustainable and effective strategy for forensic science education and offers a framework for its implementation in other time-constrained modules.
Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0.
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