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This paper describes and discusses experimentation with the use of blended learning in teaching Shakespeare. Previous iterations of the subject in a traditional lecture and tutorial format had seen a decline in student attendance and a fall in student achievement at the higher grade levels. A further complicating issue was the range of expectations from the cohort, which comprised students from Creative Writing, Drama, and Education, a factor which also highlights the cross-disciplinary naturedoi:10.5204/ssj.v9i2.412 fatcat:tpmsb6f4cjcnrprsl5uy3x7qga