NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1456180
Record Type: Journal
Publication Date: 2025
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: EISSN-1470-1294
Teacher Experiences with Online Experiential Legal Education
Chevy van Dorresteijn; Frank Cornelissen; Monique Volman
Teaching in Higher Education, v30 n1 p132-153 2025
To gain insight into the potential benefits and shortcomings of online experiential education, seventeen teachers were interviewed who offered online experiential legal education following the COVID-19 pandemic. Juxtaposing the online learning activities with the stages of the experiential learning cycle provided a more detailed understanding of the type of online activities that can induce meaningful learning experiences, and which online activities may be less suited to attain experiential learning. The analysis shows that teachers deemed "symbolically" oriented online learning activities to be most fortuitous, whereas "affectively" oriented online learning activities were seen as inferior to equivalent on-site activities. Teachers had more mixed feelings concerning the quality of "perceptually" and "behaviorally" oriented online learning activities. The findings are of wider relevance than the legal domain as teachers (and students) across higher education grapple with the transition to online (experiential) learning that will arguably continue well past the pandemic.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands (Amsterdam)
Grant or Contract Numbers: N/A