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 (Unpublished)
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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|Item Type:||Conference Paper|
|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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