Foreword - Teaching Legal Writing
The demand for universities to provide technology based teaching opportunities for students is increasing. Universities consider online teaching as having economic benefits; students see technology as facilitating their need to study flexibly, and, more importantly for this paper, the legal professi...
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| Format: | Article |
| Language: | English |
| Published: |
Bond University
2016-01-01
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| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.6081 |
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| _version_ | 1850112973150879744 |
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| author | Chantal Morton |
| author_facet | Chantal Morton |
| author_sort | Chantal Morton |
| collection | DOAJ |
| description | The demand for universities to provide technology based teaching opportunities for students is increasing. Universities consider online teaching as having economic benefits; students see technology as facilitating their need to study flexibly, and, more importantly for this paper, the legal profession is now recognising the importance of technology in practice and calling for graduates to be technology-literate.
This paper accepts that technology will be part of the pedagogical practices of the teaching of law and therefore considers how technology can be used to support a fully online offering. In this regard, the paper does not accept that the teaching methods currently used in face-to-face teaching can simply be adopted in the online environment. It argues that in order to effectively facilitate interaction and student learning in the online space, law teachers, in designing units/courses, should draw upon a range of learning theories to determine the appropriate pedagogical approach to be taken and further the concepts of ‘place’ and ‘presence’ should be considered. |
| format | Article |
| id | doaj-art-d6b7d7dde61647c99a97d06ab2f07804 |
| institution | OA Journals |
| issn | 1033-2839 1839-3713 |
| language | English |
| publishDate | 2016-01-01 |
| publisher | Bond University |
| record_format | Article |
| series | Legal Education Review |
| spelling | doaj-art-d6b7d7dde61647c99a97d06ab2f078042025-08-20T02:37:16ZengBond UniversityLegal Education Review1033-28391839-37132016-01-0126110.53300/001c.6081Foreword - Teaching Legal WritingChantal MortonThe demand for universities to provide technology based teaching opportunities for students is increasing. Universities consider online teaching as having economic benefits; students see technology as facilitating their need to study flexibly, and, more importantly for this paper, the legal profession is now recognising the importance of technology in practice and calling for graduates to be technology-literate. This paper accepts that technology will be part of the pedagogical practices of the teaching of law and therefore considers how technology can be used to support a fully online offering. In this regard, the paper does not accept that the teaching methods currently used in face-to-face teaching can simply be adopted in the online environment. It argues that in order to effectively facilitate interaction and student learning in the online space, law teachers, in designing units/courses, should draw upon a range of learning theories to determine the appropriate pedagogical approach to be taken and further the concepts of ‘place’ and ‘presence’ should be considered.https://doi.org/10.53300/001c.6081 |
| spellingShingle | Chantal Morton Foreword - Teaching Legal Writing Legal Education Review |
| title | Foreword - Teaching Legal Writing |
| title_full | Foreword - Teaching Legal Writing |
| title_fullStr | Foreword - Teaching Legal Writing |
| title_full_unstemmed | Foreword - Teaching Legal Writing |
| title_short | Foreword - Teaching Legal Writing |
| title_sort | foreword teaching legal writing |
| url | https://doi.org/10.53300/001c.6081 |
| work_keys_str_mv | AT chantalmorton forewordteachinglegalwriting |