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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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