• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Book chapters
    • View Item
    • Home
    • Griffith Research Online
    • Book chapters
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

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

    Author(s)
    Cameron, Craig
    Dickfos, Jennifer
    Griffith University Author(s)
    Cameron, Craig J.
    Dickfos, Jennifer
    Year published
    2015
    Metadata
    Show full item record
    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 ...
    View more >
    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.
    View less >
    Book Title
    Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education
    Publisher URI
    https://www.sensepublishers.com/catalogs/bookseries/professional-learning-1/teaching-for-learning-and-learning-for-teaching/
    Subject
    Economics, Business and Management Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/141397
    Collection
    • Book chapters

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander