Flipped Classrooms for Legal Education.

Intro -- Preface -- Contents -- 1 Introduction -- 1.1 General -- 1.2 Why This Topic? -- 1.2.1 Law Schools Today -- 1.2.2 Modernizing Legal Education -- 1.2.3 Digital Age -- 1.2.4 Legal Education and Technology -- 1.3 Goals -- 1.4 Methodology -- 1.5 Structure -- 2 Defining Flipped Classrooms -- 2.1 General -- 2.2 Literature Review -- 2.2.1 Flipped Classrooms -- 2.2.2 Blended Learning and Hybrid Learning -- 2.2.3 Podcasting -- 2.3 Definition Adopted for This Book -- 3 The Pedagogical Feasibility of Flipped Classrooms -- 3.1 General -- 3.2 Arguments Contra Traditional Lectures -- 3.2.1 General -- 3.2.2 Is Traditional Lecture an Effective Law Teaching Method? -- 3.2.3 Current Practice in the U.K., Canada and Australia -- 3.2.4 Defending Lectures -- 3.2.5 The SAMR Model -- 3.3 Arguments Pro Flipped Classrooms -- 3.3.1 Improved Learning Experience -- 3.3.2 Flexible Learning -- 3.3.3 IT Literacy -- 3.3.4 Improved Learning Outcomes -- 3.3.5 Students' Feedback -- 3.3.6 Learning Theories -- 3.3.7 Learning Needs -- 3.3.8 Bloom's Taxonomy -- 3.3.9 The Debate Regarding the Use of Technology -- 3.3.10 Issues with `Flipping' -- 3.4 Socratic Method Versus Flipped Classrooms -- 3.4.1 General -- 3.4.2 What Is the Socratic Method? -- 3.4.3 How Does the Socratic Method Work? -- 3.4.4 Active Learning Principle -- 3.4.5 Arguments Contra the Socratic Method -- 3.4.5.1 General -- 3.4.5.2 The Socratic Method Does Not Teach Practical Skills -- 3.4.5.3 The Socratic Method Is Unexciting and Cannot Convey Large Amounts of Information -- 3.4.5.4 The Socratic Method Fosters Monopolization by `a Vocal Few' -- 3.4.5.5 The Socratic Method Causes Distress Among Students -- 3.4.6 Students' Feedback -- 3.4.7 Defending the Socratic Method -- 3.4.8 Variations of the Socratic Method -- 3.4.9 Comparing the Socratic Method and the Flipped Classroom Concept.

3.5 Video Flipping Versus Audio Flipping -- 3.5.1 General -- 3.5.2 Arguments in Favor of the Video Approach -- 3.5.3 Arguments in Favor of the Audio Approach -- 3.5.4 Conclusions -- 3.6 Observations, Potential Problems and Open Questions -- 3.6.1 General -- 3.6.2 Limited Data -- 3.6.3 The Flip Sides of Flipped Classrooms -- 3.6.4 Resistance -- 3.6.4.1 Teacher Resistance -- 3.6.4.2 Institutional Resistance -- 3.6.4.3 Student Resistance -- 3.6.4.4 Communication Needs -- 3.6.5 Students' Time Constraints -- 3.6.6 Law as an Unsuitable Subject for Multiple-Use Online Modules? -- 3.6.7 Flipped Classrooms and Teacher Personality -- 3.6.8 Flipped Classrooms to Deepen Particular Subject Areas -- 3.6.9 Searching for the One and Only Teaching Mode: Mission Impossible? -- 4 How to Develop Flipped Classrooms? -- 4.1 General -- 4.2 Planning -- 4.3 Production -- 4.3.1 General -- 4.3.2 White Board Approach -- 4.3.3 Screen Capture Approach -- 4.3.4 Audio-Only Format -- 4.3.5 Students' Preference -- 4.4 Distribution -- 4.5 Technical Challenges -- 5 Costs -- 5.1 General -- 5.2 Costs to Develop Flipped Classrooms -- 5.3 Can Technologies Save Cost? -- 5.4 Open Educational Resources (OERs) -- 6 Case Study: Flipped Classrooms for `The Law of International Business Transactions II' -- 6.1 General -- 6.2 The LIBT II Course -- 6.2.1 Course Contents -- 6.2.2 Delivery Mode -- 6.2.3 Hong Kong Specifics -- 6.2.4 Pedagogical Underpinning -- 6.3 Why `Flipping' LIBT II Lecture Modules? -- 6.4 Developing `Flipped' LIBT II Classrooms -- 6.4.1 Pilot Scheme -- 6.4.2 Selecting Sessions for `Flipping' -- 6.4.3 `White Board Approach', `Screen Capture Approach', `Audio-Only Format' or OERs? -- 6.4.4 In Particular: Echo 360 -- 6.4.5 In Particular: Searching for LIBT II Compatible OERs -- 6.4.5.1 General -- 6.4.5.2 Choice of Source -- 6.4.5.3 The Experience of Searching for Suitable OERs.

6.4.6 Distribution -- 6.4.6.1 General -- 6.4.6.2 The Blackboard Approach -- 6.4.6.3 The Podcast Approach -- 6.4.7 The Recording Process -- 6.4.8 Preparing for the LIBT II for the Flipped Classroom Experience -- 6.5 Evaluation -- 6.5.1 Developing an Evaluation Framework -- 6.5.1.1 General -- 6.5.1.2 Measuring the Learning Experience -- 6.5.1.3 Measuring Learning Outcomes -- 6.5.2 Evaluating the LIBT II Pilot Scheme -- 6.5.2.1 General -- 6.5.2.2 Statistics Generated by Echo 360 -- 6.5.2.3 In-Class Observations -- 6.5.2.4 Student Feedback -- 6.5.2.5 Course and Teaching Evaluations -- 6.5.3 Conclusions -- 7 Final Remarks -- Appendix A: List of Law School Websites Searched -- Appendix B: Checklist---Developing Flipped Classrooms? -- Appendix C: Materials Related to the Case Study -- References.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.