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General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
E-mail
questions or comments to
IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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2020
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Volume 6, No. 2, June 2020
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Flipped Classroom in Legal Education: Achievements and Challenges of Innovating the Teaching of a Basic Law Course
Marcela Castro
1
and Sandra Aguirre
2
1. Faculty of Law, Universidad de los Andes, Bogotá, Colombia
2. Conecta-TE, Universidad de los Andes, City, Bogotá, Colombia
Abstract
—Unlike the traditional method of teaching, new educational trends focus on transforming learning environments into spaces where the teacher is a guide and not the provider of information. This article presents a proposal for a flipped classroom approach to teaching an entry level undergraduate law course. The implementation of the flipped approach, which was supported by ICT-based virtual learning environment, took place at the University of the Andes (Bogotá, Colombia). The qualitative and quantitative results of this methodology show its positive contribution to promoting student autonomy in the learning process, collaborative work and articulation between theory and practice (learning by doing) while strengthening lawyering skills.
Index Terms
—flipped classroom, legal educational, instructional strategy, collaborative learning
Cite: Marcela Castro and Sandra Aguirre, "Flipped Classroom in Legal Education: Achievements and Challenges of Innovating the Teaching of a Basic Law Course," International Journal of Learning and Teaching, Vol. 6, No. 2, pp. 119-124, June 2020. doi: 10.18178/ijlt.6.2.119-124
Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License (
CC BY-NC-ND 4.0
), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.
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