A Flipped Classroom in Law Teaching (original) (raw)
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International Journal of Learning and Teaching, 2020
Unlike the traditional method of teaching, new educational trends focus on transforming learning environments into spaces where the teacher is a guide and not the provider of information. This article presents a proposal for a flipped classroom approach to teaching an entry level undergraduate law course. The implementation of the flipped approach, which was supported by ICT-based virtual learning environment, took place at the University of the Andes (Bogotá, Colombia). The qualitative and quantitative results of this methodology show its positive contribution to promoting student autonomy in the learning process, collaborative work and articulation between theory and practice (learning by doing) while strengthening lawyering skills.
2021
Higher education in law is expected to develop students' skills such as working collaboratively, and communicating and influencing others through critical legal reasoning. Traditional legal education is partially based on active learning methods, but problem-based learning ("PBL") is still relatively absent, with a comparatively smaller number of field applications being reported in available literature, and no reports of the use of this method in legal education in Portugal. This paper describes the application of the problem-based learning methods to an Erasmus class of International Public Law in a Portuguese university, during an academic semester. The method was applied to half of the classes, with the remaining half being taught using traditional methods. Students' perceptions and preference for the different methods were assessed through surveys. In general, results suggest that student perceptions on the PBL method depend on their social skills and knowledge of the topics, as well as personal preference. Considering experiences from previous years, the teacher's assessment is that using PBL methods allowed for feedback and closer follow-up on the students' progress, and created the opportunity for the development of relevant skills, which would otherwise be excluded from the classroom. These results, as well as limitations, are discussed.
The International Journal of Teaching and Learning in Higher Education, 2022
In this study involving blended learning in higher education, a Basics of Law (5 ECTS) course was implemented using a flipped classroom approach and a learning diary. Forty-six (N=46) students participated in a study that evaluated the students' experience of the course implementation. The specific objective of the study was to analyze students' opinions on how the flipped classroom, learning materials, and learning diary were experienced and how these could be developed. Quantitative and qualitative data were analyzed, and students felt the flipped classroom was a practical model for promoting learning in blended learning and legal courses. The flipped classroom and learning diary were expressed to promote students to reflect on learning and deepen their understanding of the subject. The flipped classroom encouraged students to take a more active role in their learning process and enhanced their self-directing skills. The learning diary allowed the whole learning process to be considered in the assessment, and it was suitable to be used instead of an exam. The importance of well-designed course materials and face-to-face classes emerged from the responses. For development purposes, the classroom activities should be carefully pre-planned to activate students for joint discussions and exchanging of ideas. As the main contribution, this study supports that the learning diary is effective in enhancing learning along with the flipped classroom and verifies that the use of these together can be recommended. This research also highlights that the instructor's inspiring and coaching attitude has a positive impact on students' learning motivation.
The case study in learning law
Global Journal of Sociology: Current Issues
The present study is a reflection on the method of case study in learning law. To achieve this purpose we will discuss the traditional method and its limitations to the challenges of law in the era of globalization. We will emphasize the urgent need to implement the case study method in Portuguese law schools, as an instrument that enhances the active participation of the student, protagonist in the process of learning and knowledge acquisition. This study is justified today, especially the challenges triggered by the Bologna process, including the implication in the teaching, learning and assessment. The teacher is assumed as a supervisor of the learning process, calling for the autonomy of the student. It is intended that students develop critical thinking and be able to reflect on their own learning process. Therefore, the need to revise the traditional methodology here rooted in the teaching of law. A review of the literature will be carried out, which will seek to contextualize...
International Journal for Innovation Education and Research
The new Coronavirus Pandemic has revealed the need for a methodological redefinition of teaching and learning attitude of teachers and students, through the pedagogical use of digital technologies. Therefore, this article aims to present reflections on the use of the Flipped Classroom methodology as a re-signifying possibility for the teaching of Philosophy in Higher Education, considering the context of remote emergency teaching. Assuming that there is a concern with the didactic-pedagogical and sociopolitical process of teaching and learning that constitutes teaching practice in the teaching of Philosophy in Brazilian Academies, the question is: what are the advantages and challenges of using the flipped classroom methodology in the process of teaching and learning Philosophy in Higher Education? For this, two fundamental aspects of the formal educational process are discussed: the first refers to the didactic-pedagogical and sociopolitical aspects of the teaching and learning pro...
New Methods of Teaching Law Problems Perspectives
Proceedings of International Young Scholars Workshop
There has been shift from, only ‘Class Room Learning’ to the ‘Clinical Method of Learning’ and it will be the major revolutionizing work in the history of Law Teaching. The researcher will discuss in detail the learning by doing method which can be used for teaching law students and also evaluating them. The present ‘Learning by doing Model" can also be used to evaluate various projects of students. Apart from that the researcher will present quite a few models to integrate the different subjects with clinical approach of teaching law and make recommendations as to how this can be mentored and evaluated. The researcher has discussed in detail the model adopted in Galgotias University and its pros and cons and how this model has helped the students in better learning.
Blended Learning in Law School at Northern Technical University in Ibarra, Imbabura, Ecuador
Universal Journal of Educational Research, 2021
This article presents the results of a qualitative research, with analytical and interpretive case study methodology, about the impact of the opening of the Law career at the Technical University of the North (UTN) through the blended modality, its consequences from the negative and positive point of view for students, teachers and residents of the community. The aim of the work is to explain the results of the opening of the Law degree at UTN through the blended modality. In the research process, methods, techniques and instruments such as the survey, analysis, synthesis, documentary review and hermeneutics were applied, each with a specific purpose, explained the methodology section. The work includes the challenges that students and teachers have faced for the successful development of the career, in the knowledge of the content of the subjects, the pedagogy, the didactics, the methodology and the technological resources that the teaching-learning process of the subjects contemplated in the study plan. In the text that is submitted to the criteria of the academic community, a comparison of the efficiency indicators of this career is made with the other careers of the Faculty of Administrative and Economic Sciences (FACAE) of the UTN, whose results show that this was a decision necessary and wise.
Legal clinics, a challenge for the teaching of law
New Trends and Issues Proceedings on Humanities and Social Sciences , 2018
The teaching of law has experienced new challenges, especially with globalisation and the changes introduced by the Bologna process. However, it has been difficult to implement them before the insistence of the traditional methodology of expository lessons, deeply rooted in the cycles of law. One of the current challenging methodologies is the legal clinics, as a dynamic and providing tool for active learning and facilitating the acquisition of practical competences. The legal clinics offer the possibility of a teaching based on life cases, allowing students to observe the effective or simulated representation of legal cases, developing skills, also appealing to the values and ethics that are imposed on a future jurist, be a lawyer or a magistrate. The purpose of our study is to raise awareness of the paradigm shift in the teaching of law, especially in Portuguese schools. The legal clinics will raise awareness of civil society, instilling reliability in the legal services.
Experiencing first the power of simulation and gaming personally usually convinces teachers of the advantages of using the methodology. However, with the rapid expansion of the use of online technology, the balance of in-class and off-site-class time is changing and tilting towards online class preparation and follow-up activities by the students, thus giving rise to what has become known as the flipped classroom. This paper presents the perceptions of a group of post-graduate students on an experienced-based approach to teaching English as a Foreign Language through literature on a topic of high social impact. The innovation of the approach in the case of teacher training under study lies in the introduction to simulation and gaming methodology and the topic of human rights through the flipped classroom and the subsequent use of inclass time for scenario design as the main activity. Qualitative analysis of the opinions expressed in digital portfolios (N=71), presented after piloting the experience, revealed engaging results. The perceptions fell into three final categories: 1) Flipped classroom as a teaching model; 2) Scenario design for literature study in English; and 3) Addressing human rights through simulation.