BEYOND TRADITIONAL NOTES: COMIC-BASED LEARNING IN HIGHER EDUCATION
DOI:
https://doi.org/10.55197/qjssh.v7si4.1593Keywords:
comic-based learning, visual pedagogy, distance learning, legal education, phenomenologyAbstract
Traditional lecture notes may not adequately support diverse learning needs in self-directed environments, especially in the increasing complexity of law-related subjects in tertiary education presents significant challenges for long-distance learners, particularly in sustaining attention, interpreting abstract legal doctrines, and retaining dense textual information. Traditional text-heavy lecture notes may not adequately support diverse learning needs in self-directed environments. This study examines students’ lived experiences of using lecture notes designed in the form of comics (COMIC) in a Bachelor’s degree programme at a local university. The problem addressed concerns whether an alternative visual-narrative format can enhance comprehension and retention among distance learners studying law-related content. The objective of the research was to explore how students perceive and experience comic-based notes and to identify their pedagogical value in supporting academic learning. A qualitative phenomenological design was employed to capture the essence of students’ experiences. Thirty long-distance learning students participated, and data were collected through reflective responses and analysed thematically. The findings indicate that Comic Learning Enhances Academic Retention, conceptualised through the C.L.E.A.R. framework: Conceptual Clarity, Learner Engagement, Experiential Understanding, Accessible Content, and Retention of Knowledge. Students reported that the structured visuals and narrative sequencing simplified complex legal principles, increased engagement, reduced cognitive overload, and supported longer-term recall. The study recommends the integration of structured comic-based materials as a complementary instructional strategy in law-related courses, particularly for distance education contexts. Such an approach may promote deeper understanding, sustained engagement, and improved knowledge retention in higher education settings. The contribution lies in connecting visual pedagogy with phenomenological evidence from authentic distance-learning practice and offering an integrative framework for designing academically rigorous supplementary materials.
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