The article comprises four sections. Part 1 addresses the economics reasons for, and logistics considerations of, the Internet-delivered Program. Part 2 reviews the pedagogical
approach to legal education employed in the United States, criticisms thereof, and finally examines an emerging pedagogical trend in the United Kingdom. Part 3 reviews the teaching tools employed in the Program, and Part 4 reviews the practical aspects of developing the Program and obtaining American Bar Association (ABA) acquiescence, and reviews the Internet-delivered law courses that came before it. Finally, the article concludes with some personal observations.
approach to legal education employed in the United States, criticisms thereof, and finally examines an emerging pedagogical trend in the United Kingdom. Part 3 reviews the teaching tools employed in the Program, and Part 4 reviews the practical aspects of developing the Program and obtaining American Bar Association (ABA) acquiescence, and reviews the Internet-delivered law courses that came before it. Finally, the article concludes with some personal observations.
The Decision Process …
Before making the decision to offer an Internet delivered Masters of Law program, integration of the Internet with legal education must be a matter of strategic thinking by the Faculty and Administration. A law school should consider several issues in its decision to pursue integration between legal education and the Internet. From a pedagogical perspective (addressed in Part 2 below), a law school’s faculty may determine a need to provide a complementary methodology for its legal teaching methods. Collaterally, the law school may want to stay in the academic and technology forefront relative to competitor law schools. The law school may also want to maintain or increase the student body size beyond the law school’s geographical boundary. ...
The Pedagogy for the Internet Delivered Program ...
Because the Program had to be approved by a majority vote of the law school's faculty, a discussion will ensued between the monastic school traditionalists and the technological pioneers. This discussion in focused on the use of the Socratic Method in the Program's pedagogy. Consequently, Part 2 reviews the pedagogical approach of the Socratic Method, criticisms thereof, and finally examines an emerging pedagogical trend of 'student-centered learning' in the United Kingdom. The Program's pedagogy follows the United Kingdom approach in combination with the suggested US alternatives to the Socratic Method. … read the 47 page at SSRN
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