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The impact of student-generated digital flashcards on student learning of constitutional law

journal contribution
posted on 06.12.2017, 00:00 by Stephen ColbranStephen Colbran, Anthony GildingAnthony Gilding, S Colbran, Manuel OysonManuel Oyson, N Saeed
This article describes, evaluates and reflects upon student creation of cloud-based digital flashcards as an authentic formative and summative assessment task designed for the deep learning of constitutional law. The usefulness of digital flashcards in online legal education is explored. The undergraduate law student participants in the study responded differently to the assessment task depending upon the constitutional law topic they were assigned, the perceived relevance of constructing digital flashcards to professional practice and how they reacted to this creative task. Building digital flashcards provides a potentially powerful authentic assessment task for the study of constitutional law provided it is designed to support semester long creation, validation and sharing of digital flashcards that students perceive as professionally relevant and educationally useful. Student recommendations for designing an assessment task involving the creation of digital flashcards are evaluated.

History

Volume

51

Issue

1

Start Page

69

End Page

97

Number of Pages

29

eISSN

1943-0353

ISSN

0306-9400

Publisher

Taylor & Francis (Routledge)

Language

en-aus

Peer Reviewed

Yes

Open Access

No

Acceptance Date

10/08/2015

Era Eligible

Yes

Journal

Law Teacher