Lecturing for non-law background students: Assessing the cognitive load of case and legislation-based lecturing approaches

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 (Unpublished)

Abstract

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.

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ID Code: 83063
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Divisions: Current > QUT Faculties and Divisions > QUT Business School
Copyright Owner: Copyright 2015 [please consult the author]
Deposited On: 01 Apr 2015 01:31
Last Modified: 03 Apr 2015 23:18

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