Learning Theories in the context of teaching Law

Authors

DOI:

https://doi.org/10.21100/compass.v14i1.1141

Keywords:

Legal education

Abstract

The following is a reflective case study on common approaches to teaching Law in higher education, and how these may be informed by learning theories. The paper looks specifically at Social Learning Theory, Constructivism and Cognitive Load Theory. Following a critique of certain practices, suggestions are made to encourage further evolution of methods relevant to teaching problem-solving skills to Law students at undergraduate level.  

References

Bandura, A. (1971) Social Learning Theory. New York: General Learning Press. ISBN: 9780382250255.

Greenwich Students’ Union (2019) Minority Ethnic (BAME) Student Consultation Group: Final Recommendations [unpublished report]. University of Greenwich.

Pritchard, A. and Woollard, J. (2010) Psychology for the Classroom: Constructivism and Social Learning. Oxford: Routledge. ISBN: 9780203855171.

Sweller, J., Ayres, P. and Kalyuga, S. (2011) Cognitive Load Theory. New York: Springer. ISBN: 9781441981264.

Wenger, E. (2008) ‘A Social Theory of Learning’, in Contemporary Theories of Learning, ed. by Illeris, K. Oxford: Routledge, 216. ISBN: 9780415473446.

Yang, Y., Tian, Y., Fang, J., Lu, H., Wei, K., Yi, L. (2017) ‘Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective’, Journal of Autism and Developmental Disorders 47, 615. Available at: <https://link.springer.com/article/10.1007/s10803-016-2983-2> (accessed 18 November 2019).

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Published

01/28/2021

Issue

Vol. 14 No. 1 (2021): Compass: Journal of Learning and Teaching

Section

Case Studies

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