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Problem-based learning in a flipped classroom: a case study for active learning in legal education in international law

2022-03Artigo científico Acesso aberto
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dc.contributor.authorOliveira, Heloísa
dc.contributor.authorSanches, Tatiana
dc.contributor.authorMartins, João
dc.date.accessioned2022-09-19T09:58:39Z
dc.date.available2022-09-19T09:58:39Z
dc.date.issued2022-03
dc.description.abstractHigher 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationOliveira, H., Sanches, T. & Martins, J. (2022) Problem-based learning in a flipped classroom: a case study for active learning in legal education in international law. The Law Teacher, 56(1), 1-17. https://doi.org/10.1080/03069400.2022.2040934pt_PT
dc.identifier.doi10.1080/03069400.2022.2040934pt_PT
dc.identifier.issn1943-0353
dc.identifier.urihttp://hdl.handle.net/10451/54493
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor and Francispt_PT
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/03069400.2022.2040934pt_PT
dc.subjectProblem-based learningpt_PT
dc.subjectLegal educationpt_PT
dc.subjectActive learning methodspt_PT
dc.subjectPedagogical practicespt_PT
dc.subjectHigher educationpt_PT
dc.titleProblem-based learning in a flipped classroom: a case study for active learning in legal education in international lawpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage17pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleThe Law Teacherpt_PT
oaire.citation.volume56pt_PT
person.familyNameDuarte de Oliveira
person.familyNameSanches
person.givenNameHeloísa
person.givenNameTatiana
person.identifier.ciencia-idBF1F-F9D7-531B
person.identifier.ciencia-id2C17-1B53-FBDC
person.identifier.orcid0000-0002-8296-609X
person.identifier.orcid0000-0002-4902-2628
person.identifier.ridC-2773-2014
person.identifier.scopus-author-id56499097100
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication9df3023c-25dd-4017-86f8-f8e0962ed992
relation.isAuthorOfPublication7bbc8376-a4e0-4bf3-8155-882431c68b24
relation.isAuthorOfPublication.latestForDiscovery9df3023c-25dd-4017-86f8-f8e0962ed992

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