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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Centre for Developmental and Applied Research in Education (CeDARE) > Learning and Teaching in Higher Education > Electronic delivery in law: what difference does it make to results?

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/27352
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Title: Electronic delivery in law: what difference does it make to results?
Authors: Migdal, Stephen
Cartwright, Martin J.
Citation: Web Journal of Current Legal Issues, 2000 (4)
Publisher: Web Journal of Current Legal Issues
Journal: Web Journal of Current Legal Issues
Issue Date: 2000
URI: http://hdl.handle.net/2436/27352
Additional Links: http://webjcli.ncl.ac.uk/2000/issue4/migdal4.html
Abstract: This article details research which attempts to assess what effect electronic delivery of law modules has on actual student assessment performance. The authors reviewed the assessment results of students who had taken both conventionally and electronically delivered modules and compared and contrasted individual student performances in all the modules studied by them in a particular semester. As far as the authors' researches were able to ascertain this was a relatively unique piece of research as far as legal study is concerned. We found that weaker students (those who might ordinarily fail or scrape a bare pass) were achieving a mark some 10% higher than that achieved in the conventionally delivered modules; pushing those students into the lower second category - the assessment criteria for such classification demanding evidence of deep as opposed to surface learning. However there was little or no difference in the marks achieved by upper second quality students. The authors acknowledge that many factors affect the quality of assessment performance and that, whilst the article addresses some of the variables, any specific conclusions based on results alone are open to question. Furthermore, we accept the limitations of a small and narrow statistical sample and that therefore this can only be a survey rather than a controlled experiment. Nevertheless we believe that as part of the debate on the role of C & IT it has a useful role to play. Inevitably an article such as this trespasses on many pedagogical issues deserving debate which goes beyond the objectives of this discussion.
Type: Article
Language: en
Keywords: E-learning
Law students
Legal studies
Learning technology
Face to face tuition
Learning outcomes
Student performance
Distance learning
Appears in Collections: Learning and Teaching in Higher Education
Legal Studies Research Group
Legal Studies Research Group

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