Legal teaching methods to diverse student cohorts: a comparison between the United Kingdom, the United States, Australia and New Zealand

Kraal, Diane

doi:10.1080/0305764x.2016.1190315

Cited by 7 publications

(6 citation statements)

References 20 publications

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“…This research extends the work by Kraal (2017) that examined the implications for legal studies instructors teaching very structured curricula for diverse cohorts in higher education settings. For this study, the authors examine the efficacy of the practical application of IRAC: a method used in legal writing to solve legal problems.…”

Section: Introductionmentioning

confidence: 56%

“…As early as the 1870s, Christopher Langdell, a professor at the Harvard Law School, developed the 'Socratic' method to legitimise law's scientific credentials, arguing that it was the law equivalent to the STEM scientific method (Paskey, 2014). The Socratic method is still widely practised in law schools in the United States (Daily, 2017;Jennison, 2013;Kimball, 2006;Kraal, 2017). Other legal studies teaching methodologies have since emerged, such as 'narrative reasoning' in the 1970s and, in the late 1980s, feminist legal theory (Paskey, 2014, p. 55).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Diverse student cohorts present educators with unique challenges that can be met by teaching and learning methodologies like IRAC. In English language countries many higher education business courses can comprise a high percentage of international students (Kraal, 2014(Kraal, , 2017. Arguably, IRAC is a useful tool for educating cohorts that are increasingly dominated by students whose first language is not English (Kariyawasam & Low, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Teaching Legal Studies in Business Degrees: A Review of a Method and its Practice

Kraal¹,

Coleman²

2019

AJTE

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The legal studies teaching methodology IRAC (issue, rule, application, conclusion) is widely used in universities by both law and business schools. This paper examines the effectiveness of IRAC from a teaching perspective and its usefulness for business students. Data is generated from an Australian university case study using teacher interviews and a student survey. The findings suggest that, because of its flexibility and logical structure, the practice of IRAC has become normalised. However it is only effective if teachers disseminate these features consistently in their teaching. Students in the study understood the usefulness of IRAC for classwork, but encountered application difficulties in assessment tasks. Although the study sample is limited, legal studies teachers in other tertiary and secondary settings can benefit from the findings, and the recommendations that periodic reflection and greater collaborative efforts are required when using IRAC to progress students' legal studies skills.

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Section: Introductionmentioning

confidence: 56%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching Legal Studies in Business Degrees: A Review of a Method and its Practice

Kraal¹,

Coleman²

2019

AJTE

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“…Although Monash has a diverse international student population, of that 97%, approximately 78% (104) were from mainland China, or 75% of the entire cohort. Much has been written about the challenges faced by international students in the UK and the US (Heng, 2017;Kraal, 2017;Heng, 2018). The challenges faced by our cohort in Australia are similar.…”

Section: Introductionmentioning

confidence: 87%

“…The challenges faced by our cohort in Australia are similar. For example, there is the very real challenge of having to support themselves and study in a new country (Heng 2017;Kraal 2017;Heng 2018). However, the greatest challenge is the language barrier experienced by English as Second Language (ESL) students.…”

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom

Cui¹,

Coleman²

2021

ECEL

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In a flipped classroom, students engage in active learning during class time and have individual information‑transmission outside class time. University students need to complete the pre/post‑class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher‑student out‑of‑classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first‑year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t‑tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short‑term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students’ academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research.

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Four obstacles to the quality of constitutional law learning in Indonesia

Suntana¹,

Priatna²

2023

Heliyon

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Legal teaching methods to diverse student cohorts: a comparison between the United Kingdom, the United States, Australia and New Zealand

Cited by 7 publications

References 20 publications

Teaching Legal Studies in Business Degrees: A Review of a Method and its Practice

Teaching Legal Studies in Business Degrees: A Review of a Method and its Practice

Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom

Four obstacles to the quality of constitutional law learning in Indonesia

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