Peer Review of Teaching Law to Business Students in Traditional and Flipped Lecture Environments

Abstract

Legal education presents a formidable challenge for both business students and their teachers. Unlike their law colleagues, the business student generally has no intention of studying the law. In fact the student may only study one introductory law course within their entire business program of study. The law represents a new language that the student must somehow grasp in the space of one semester, not within the duration of a multi-year law program of study. It is therefore understandable that business students initially perceive their introductory law course to be boring, difficult, and only relevant to lawyers. The aim of the law teacher is to challenge this perception and, through effective teaching and learning strategies, transform student perceptions by creating an engaging learning environment in which students can understand the law and appreciate its relevance to business. Legal education for non-law students is focused on acquisition of a ---- substantial legal literacy to participate in the decisions that will affect them in their careers … to achieve their professional goals and solve their professional problems. (Morris, 2007, p. 284) ---- Following a peer observation and review of a traditional lecture environment, a flipped lecture model was implemented in an introductory law course to incorporate additional learning activities that were relevant and proposed to engage students in deep learning experiences.