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Networked legal learning : an evaluation of the student experience.

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Networked legal learning : an evaluation of the student experience. / Jones, Chris R.; Bloxham, Sefton.
In: International Review of Law, Computers and Technology, Vol. 15, No. 3, 11.2001, p. 317-329.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Jones, CR & Bloxham, S 2001, 'Networked legal learning : an evaluation of the student experience.', International Review of Law, Computers and Technology, vol. 15, no. 3, pp. 317-329. https://doi.org/10.1080/13600860220108111

APA

Vancouver

Jones CR, Bloxham S. Networked legal learning : an evaluation of the student experience. International Review of Law, Computers and Technology. 2001 Nov;15(3):317-329. doi: 10.1080/13600860220108111

Author

Jones, Chris R. ; Bloxham, Sefton. / Networked legal learning : an evaluation of the student experience. In: International Review of Law, Computers and Technology. 2001 ; Vol. 15, No. 3. pp. 317-329.

Bibtex

@article{b876e0073f364eb8a301ea7c5870f0fe,
title = "Networked legal learning : an evaluation of the student experience.",
abstract = "This paper reports the findings from a case study that was conducted as part of the JISC/CALT funded Networked Learning in Higher Education project. The paper casts light on the wider debate about how and whether tutors can 'align' their teaching style with students' approaches to learning. It evaluates a law course that has been taught on campus using Lotus Notes to support group work and to provide a general course environment. The paper builds upon earlier evaluations of the course reported by the course tutor and used to develop the course design. The findings combine a firm understanding of the tutor's intentions and design with an evaluation of the student experience. This allows a consideration of alignment in a networked learning environment and uses several sources of rich data to triangulate designers' intentions with outcomes. Our findings incline us to the view that networked learning environments may be more open to unplanned influences than traditional courses. As a consequence of the increased number of influences students' may encounter greater degrees of variation in their experience.",
author = "Jones, {Chris R.} and Sefton Bloxham",
year = "2001",
month = nov,
doi = "10.1080/13600860220108111",
language = "English",
volume = "15",
pages = "317--329",
journal = "International Review of Law, Computers and Technology",
issn = "1360-0869",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Networked legal learning : an evaluation of the student experience.

AU - Jones, Chris R.

AU - Bloxham, Sefton

PY - 2001/11

Y1 - 2001/11

N2 - This paper reports the findings from a case study that was conducted as part of the JISC/CALT funded Networked Learning in Higher Education project. The paper casts light on the wider debate about how and whether tutors can 'align' their teaching style with students' approaches to learning. It evaluates a law course that has been taught on campus using Lotus Notes to support group work and to provide a general course environment. The paper builds upon earlier evaluations of the course reported by the course tutor and used to develop the course design. The findings combine a firm understanding of the tutor's intentions and design with an evaluation of the student experience. This allows a consideration of alignment in a networked learning environment and uses several sources of rich data to triangulate designers' intentions with outcomes. Our findings incline us to the view that networked learning environments may be more open to unplanned influences than traditional courses. As a consequence of the increased number of influences students' may encounter greater degrees of variation in their experience.

AB - This paper reports the findings from a case study that was conducted as part of the JISC/CALT funded Networked Learning in Higher Education project. The paper casts light on the wider debate about how and whether tutors can 'align' their teaching style with students' approaches to learning. It evaluates a law course that has been taught on campus using Lotus Notes to support group work and to provide a general course environment. The paper builds upon earlier evaluations of the course reported by the course tutor and used to develop the course design. The findings combine a firm understanding of the tutor's intentions and design with an evaluation of the student experience. This allows a consideration of alignment in a networked learning environment and uses several sources of rich data to triangulate designers' intentions with outcomes. Our findings incline us to the view that networked learning environments may be more open to unplanned influences than traditional courses. As a consequence of the increased number of influences students' may encounter greater degrees of variation in their experience.

U2 - 10.1080/13600860220108111

DO - 10.1080/13600860220108111

M3 - Journal article

VL - 15

SP - 317

EP - 329

JO - International Review of Law, Computers and Technology

JF - International Review of Law, Computers and Technology

SN - 1360-0869

IS - 3

ER -