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Case Study: Flipped Classrooms for ‘The Law of International Business Transactions II’

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Flipped Classrooms for Legal Education

Part of the book series: SpringerBriefs in Law ((BRIEFSLAW))

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Abstract

This chapter reports on a case study and provides comprehensive practical advice on the use of this teaching mode in the context of the delivery of a law course.

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Notes

  1. 1.

    For details see infra, 6.2.

  2. 2.

    The LIBT I and II themes are now covered by Wolff 2013.

  3. 3.

    Compare for initiatives to improve the education of future transactional lawyers Illig., pp. 221–222 and for the establishment of ‘Transactional Practice Labs’ to supplement doctrinal courses in ‘Mergers & Acquisitions’ and ‘Real Estate Finance’ at the University of Oregon, ibid, pp. 234–239.

  4. 4.

    Also compare Wolff, 2013, pp. 275–430.

  5. 5.

    Henriss-Anderssen; also compare in more detail infra, 6.2.4.

  6. 6.

    For different approaches towards skills training see e.g. Wolski; Illig.

  7. 7.

    For the ‘traditional Socratic dialogue in the context of legal writing courses’ see Atlas et al. pp. 46–48; supra, 3.4.

  8. 8.

    On de-briefing sessions see McCormack/Simpson, pp. 75–76; Tyler/Cukier, p. 73; Webb/Maugham/Maugham/Keppel-Palmer/Boon, p. 2; Wolski, p. 294.

  9. 9.

    For the educational benefits of analogical reasoning compare Tyler/Cukier, p. 76.

  10. 10.

    Compare Harris/Susman, p. 200.

  11. 11.

    For multicultural issues in legal education see O’Donnell.

  12. 12.

    For a general discussion of possible responses to student diversity in legal education see Stevens/Douglas/Cullen-Mandikos/Hunter.

  13. 13.

    Compare Freeland/Li/Young, pp. 225, 236.

  14. 14.

    For the resultant ‘surface approach’, Henriss-Anderssen, p. 183.

  15. 15.

    Infra, 6.3.

  16. 16.

    Supra, 6.2.1.

  17. 17.

    For similar observations made during a writing course see Hasche, pp. 267–294.

  18. 18.

    Chickering/Gamson, in Seven Principles for Good Practice in Undergraduate Education.

  19. 19.

    Compare McCormack/Simpson, p. 80; Henriss-Anderssen, p. 185; Kift, p. 46.

  20. 20.

    Compare Tyler/Cukier, p. 68.

  21. 21.

    Compare McCormack/Simpson, p. 66; Harris/Susman, p. 202; Wilcox, p. 449.

  22. 22.

    Supra, 6.2.2.

  23. 23.

    Compare from the legal writing point of view Wilcox, p. 449.

  24. 24.

    Infra, 6.4.

  25. 25.

    Compare McCormack/Simpson, p. 76; Wolski, pp. 291, 294; generally Hativa.

  26. 26.

    Compare Hasche, p. 285.

  27. 27.

    Supra, 6.2.2.

  28. 28.

    Supra, 3.3.8.

  29. 29.

    Graham, pp. 3–21.

  30. 30.

    Compare in particular, supra Chap. 3.

  31. 31.

    Supra, 3.3.

  32. 32.

    Compare Upchurch, p. 5.

  33. 33.

    Compare infra, 6.5; Upchurch, p. 5.

  34. 34.

    Supra, 4.3.

  35. 35.

    Infra, 6.4.4.

  36. 36.

    Infra, 6.4.5.

  37. 37.

    Echo 360 active learning, Echo 360 website. http://echo360.com/ (last visited on 25 August 2015).

  38. 38.

    Ibid.

  39. 39.

    Compare supra, 4.3.3.

  40. 40.

    Supra, 5.4.

  41. 41.

    iTunes website, Apple Inc. http://www.apple.com/itunes/ (last visited on 25 August 2015).

  42. 42.

    Ibid.

  43. 43.

    Supra, 6.4.2.

  44. 44.

    Supra, 2.2.3.

  45. 45.

    Supra, 4.3.3 and 6.4.3.

  46. 46.

    Supra, 6.4.4.

  47. 47.

    Supra, 6.4.6.2.

  48. 48.

    For communication needs see supra, 3.6.4.4.

  49. 49.

    Infra, Appendix C.2.

  50. 50.

    Infra, 3.3.

  51. 51.

    Compare Dziuban/Moskal, p. 238.

  52. 52.

    Compare infra, 6.5.2.2.

  53. 53.

    Infra, 6.5.2.3.

  54. 54.

    Appendices C.4 and C.5.

  55. 55.

    Work which we have consulted for designing the questionnaire include Beck; Davis/Neary/Vaughn; Gerdy/Wise/Craig; Lemmer; Lihosit/Larrington; McKellar/Maharg; Upchurch. Note, however, that these authors did not publish their questionnaires in the articles quoted.

  56. 56.

    Compare infra, Appendices C.4 and C.5.

  57. 57.

    Dziuban/Moskal, p. 239.

  58. 58.

    Ibid.

  59. 59.

    Compare Ginns/Ellis, p. 54.

  60. 60.

    Compare Le Brun/Johnstone, p. 69.

  61. 61.

    Dziuban/Moskal, p. 240.

  62. 62.

    Sharpe/Benfield/Roberts/Francis, pp. 50–51.

  63. 63.

    In contrast, at least in the LIBT II context students did seem to engage rather intensively in follow-up studies and thus in preparations for the Q&A sessions at the beginning of each LIBT teaching session.

  64. 64.

    Supra, 6.5.2.4.

  65. 65.

    Supra, 6.5.2.2.

  66. 66.

    Question 13, Part III (a).

  67. 67.

    Question 1, Part III (b).

  68. 68.

    Supra, 6.5.2.2.

  69. 69.

    Ibid.

  70. 70.

    Question 2, Part III (b).

  71. 71.

    Question 11, Part III (a).

  72. 72.

    Question 1, Part III (c).

  73. 73.

    Question 12, Part III (a).

  74. 74.

    Question 9, Part III (a).

  75. 75.

    Question 14, Part III (a).

  76. 76.

    Question 10, Part III (a).

  77. 77.

    Question 2, Part III (c).

  78. 78.

    Question 3, Part III (c).

  79. 79.

    Question 4, Part III (c).

  80. 80.

    Question 5, Part III (c).

  81. 81.

    Question 7, Part III (a).

  82. 82.

    Question 8, Part III (a).

  83. 83.

    Question 1, Part III (a).

  84. 84.

    Question 2, Part III (a).

  85. 85.

    Question 4, Part III (a).

  86. 86.

    Question 3, Part III (a).

  87. 87.

    Question 6, Part III (a).

  88. 88.

    Question 17, Part III (a).

  89. 89.

    Supra, 3.6.5.

  90. 90.

    Supra, 4.3.2.

  91. 91.

    Supra, 4.3.3.

  92. 92.

    Supra, 4.3.4.

  93. 93.

    Question 1, Part IV (a).

  94. 94.

    Ibid.

  95. 95.

    Ibid.

  96. 96.

    Compatible browsers include Internet Explorer, Firefox, Google Chrome and Safari.

  97. 97.

    Slomanson, p. 102.

  98. 98.

    Supra, 6.5.2.2.

  99. 99.

    Question 2, Part II.

  100. 100.

    Question 3 and 4, Part III.

  101. 101.

    The morning session was delivered from 9:30am to 12:15 pm and the evening session from 6:30 pm to 9:15 pm.

  102. 102.

    The CUHK CTE questionnaire shows two scores, i.e. the raw score which counts all the responses and the adjusted score which excludes the lowest 10 % of the scores.

  103. 103.

    The relatively low response rate in 2014/15 could be explained with the larger percentage of part-time students having registered for this session.

  104. 104.

    Supra, 3.6.4.1.

  105. 105.

    Compare supra, 6.5.1.3.

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  1. Faculty of Law, The Chinese University of Hong Kong, Hong Kong, Hong Kong

    Lutz-Christian Wolff & Jenny Chan

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Wolff, LC., Chan, J. (2016). Case Study: Flipped Classrooms for ‘The Law of International Business Transactions II’. In: Flipped Classrooms for Legal Education. SpringerBriefs in Law. Springer, Singapore. https://doi.org/10.1007/978-981-10-0479-7_6

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