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Publication
Problem-based learning in a flipped classroom: a case study for active learning in legal education in international law
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Advisor(s)
Abstract(s)
Higher education in law should develop students’ skills such as working collaboratively, communicating, and influencing others through critical legal reasoning.
Traditional legal education is partially based on active learning methods, but problem-based learning (PBL) is still relatively rare, with a comparatively smaller number
of field applications reported in available literature, and no reports of its use of in legal
education in Portugal. This paper describes the application of the problem-based
learning method to an Erasmus class of International Public Law in a Portuguese
university, during an academic semester. The method was applied to half of the
classes, with the remaining half being taught using traditional methods. Students’
perceptions and preferences for the different methods were assessed through surveys. In general, our results offer novel insights into the effectiveness of PBL, suggesting that student perceptions of the PBL method depend on their social skills, previous
knowledge of the topics, and personal preference. Considering experiences from
previous years, the teacher’s assessment is that using PBL methods allowed for feedback and closer follow-up on the students’ progress and created the opportunity for
the development of relevant skills, which would otherwise be excluded from the
classroom. These results, as well as limitations, are discussed.
Description
Keywords
Problem-based learning Legal education Active learning methods Pedagogical practices Higher education
Citation
Heloísa Oliveira, Tatiana Sanches & João Martins (2022) Problem-based learning in a flipped classroom: a case study for active learning in legal education in international law, The Law Teacher, DOI: 10.1080/03069400.2022.2040934
Publisher
Taylor and Francis Ltd.