Refining the traditional flipped classroom model: Teaching students HOW to think not WHAT to think

Conference paper

Berger, D. and Wild, Charles 2016. Refining the traditional flipped classroom model: Teaching students HOW to think not WHAT to think. 31st Annual BILETA Conference, BILETA 2016 CFP. Law School, University of Hertfordshire, Hatfield. UK 11 - 12 Apr 2016
AuthorsBerger, D. and Wild, Charles
TypeConference paper
Abstract

A paper which advocates the use of online lectures and face-to face workshops, together with
an innovative third element – the skills-based face-to-face lecture – which is designed to
improve and enhance students’ critical reasoning skills. Critical reasoning, in law and beyond,
is defined as the combining of qualitative, subjective argument, or hypothesis, with
supporting quantitative, objective, authority. The enhancement of this key skill is vital for not
only academic success while students are undertaking their undergraduate degree courses,
but has value to future employers in legal practice and many cognate fields.

Year2016
Conference31st Annual BILETA Conference, BILETA 2016 CFP
Publication process dates
Deposited24 Jan 2017
Completed2016
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