Lecturing for non-law background students: Assessing the cognitive load of case and legislation-based lecturing approaches
Data(s) |
2015
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Resumo |
Lecturing is a traditional method for teaching in discipline-based teaching environments and its success in legal discipline depends upon its alignment with learner backgrounds, learning objectives and the lecturing approaches utilised in the classes. In a situation where students do not have any prior knowledge of the given discipline that requires a particular lecturing approach, a mismatch in such an alignment would place learner knowledge acquisition into a challenging situation. From this perspective, this study tests the suitability of two dominant lecturing approaches—the case and the law-based lecturing approaches. It finds that a lecturer should put more emphasis on the case-based approach while lecturing to non-law background business students at the postgraduate level, provided that such an emphasis should be relative to the cognitive ability of the students and their motivation for learning law units. |
Formato |
application/pdf |
Identificador | |
Relação |
http://eprints.qut.edu.au/83063/1/83063.pdf Rahim, Mia Mahmudur (2015) Lecturing for non-law background students: Assessing the cognitive load of case and legislation-based lecturing approaches. In Corporate Law Teachers Association Conference 2015, 1-3 February 2015, Melbourne, VIC. (Unpublished) |
Direitos |
Copyright 2015 [please consult the author] |
Fonte |
QUT Business School |
Tipo |
Conference Paper |