Coventry University: E-Journals
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Pleading in the Virtual Courtroom: Exploring Experiential Learning in Law through Virtual-Reality-Based Exercises and Student Feedback
Get PDFBy using virtual-reality-based technology, Dutch law students train their pleading skills in a virtual courtroom. While watching each other’s performance, students give each other feedback by means of a specially designed feedback app. Afterwards, they can download the feedback and a recording of their performance. This creates an opportunity to practice their pleading skills and to improve their performance in the courtroom. We studied whether elevated levels of heart rate and electrodermal activity are found in connection with the virtual-reality-based exercises, which could indicate arousal and that proved to be the case, denoting the authenticity of the simulation. We also studied whether or not these virtual-reality-based exercises (positively) influence student experience and student learning by focusing on four mechanisms related to the virtual reality exercises: its value/usefulness, competence perceived by students, students’ confidence, and ultimately the role of peer feedback and students’ reflective thinking. Significant increases occurred from rest into pleading, in heart rate and electrodermal activity. The construct reflective thinking appeared to be correlated with feedback, value and self-confidence. The virtual-reality-based exercises, as an authentic task, seem to create the opportunity, impossible in real settings, to provide extra training in an authentic environment and to make feedback possible. It remains crucial to learn from feedback and to work on self-determined learning goals
Communicative Awareness is the Key: Using The Rhetorical Triangle for Improving STEM Graduate Academic Writing
Get PDFThe ability to carefully craft writing for an intended audience is crucial in creating persuasive rhetorical arguments. Learning to do so requires knowledge beyond IMRaD (Introduction, Methods, Results, Discussion). Many graduate students learn by mimicking this structure, yet lack audience awareness and overuse jargon, producing low-readability texts. What is more, they increasingly rely on AI-based writing tools that mimic the same structures that are already often poorly written. The results are too often uncommunicative articles that fail to persuade the intended audience. Therefore, we suggest writing pedagogy includes a deeper understanding of effective written science communication using the rhetorical triangle. As graduate students most readily understand the importance of logos, i.e., the scientific content, our job as writing instructors should be to emphasize the role a carefully aimed pathos and ethos plays in producing highly readable, persuasive, publishable articles. To this end, this paper first presents a brief background on the IMRaD structure before outlining the much-overlooked role of the rhetorical triangle in scientific writing. Specifically, we offer a detailed table for graduate students to use in science, technology, engineering and mathematics (STEM)
A Reflection On: Clinical Psychologists’ Experiences of Accessing Personal Therapy during Training: A Narrative Analysis
Get PDFOccupational Therapists’ Perspectives for Promoting Fieldwork Experiences in Private Practice
Get PDFLimited private practice fieldwork opportunities exist in Canadian occupational therapy (OT) education programs, in comparison to public health opportunities. This gap must be addressed to ensure students have opportunities to gain experience in the private sector. There are limited qualitative studies in occupational therapy that identify strategies to encourage occupational therapists to offer placements in this area. This qualitative study explored the experiences and perspectives of occupational therapists working in private practice and their motivations and uncertainty to participate in occupational therapy student education. Strategies to best support fieldwork educators as well as opportunities to advance student preparation for private practice placements, were uncovered. Using purposive sampling, nine occupational therapists working in private practice with or without fieldwork educator experience, participated in semi-structured interviews. Phenomenology was used to analyze data and determine emergent themes. Four themes emerged that highlight key considerations for occupational therapists hosting students in private practice. Motivations and hesitations for hosting students were uncovered. Strategies which can be used to directly support private practice occupational therapists and facilitate student learning at the university level prior to fieldwork placements in this area, were revealed. It is imperative to understand occupational therapist’s perspectives when hosting students as well as hesitations for not hosting students in private practice. These findings contribute practical and viable approaches that can be utilized by education programs and the private sector, to ensure mutually beneficial partnerships
Reimagining the unimaginable: Moving an on-campus health course online during COVID-19
Get PDFIn early 2020 the world experienced the one in 100-year COVID-19 pandemic, causing major disruption to higher education in Australia. In Victoria, Australia this necessitated a rapid shift of university teaching and placements to the online environment. For health programs in particular, which are typically taught with significant on-campus and face to face components, this shift online created major changes in both teaching and learning. This study sought to explore the lived experience of teaching and learning for Australian occupational therapy students and academics at one Australian university during COVID-19. More specifically, this study aimed to explore the facilitators and barriers to occupational therapy online teaching and learning and the impacts it had on student/academic roles, professional identity, motivation and wellbeing. A qualitative phenomenological approach was adopted, with semi-structed interviews conducted with students (n=10) and academics (n=6). Inductive, thematic analysis of data was utilised. Five key themes were identified from the analysis of data: impact on professional identity, disruption of roles, feeling pressure, mutual respect and gratitude, and the importance of social connection at university. Whilst online learning may be more flexible for students and more cost effective for universities, the findings of this study suggest that there is a need to provide continued opportunities for health students to engage with academics and each other on-campus.
Editorial
Get PDFEuropean and international cooperation and collaboration is integral to our strong and longstanding community of higher education. The European Journal of Legal Education will provide a forum for this community of knowledge and learning. The Journal is committed to generating debate and publishing outstanding contributions on and of interest to legal education in Europe, bringing together and promoting cooperation between scholars globally. In furtherance of this mission, the European Journal of Legal Education encourages reflection on existing and emerging analyses of legal education and works through rigorous peer review and selection processes
Effective Governance in English Universities: A case study of pre- and post-1992 institutions
Get PDFThere is a marked difference in the governance structures of pre- and post-1992 universities in England. Notably, greater academic representation and involvement is evident in pre-1992 universities. By contrast, post-1992 universities more closely adhere to the ‘business model’ of governance endorsed by government commissioned reviews of university governance, with greater lay-membership of governing bodies, and an extensive executive team, led by the vice-chancellor. It is submitted that the business model is unsuitable for ensuring effective governance, fails to reflect the core educational function of universities, and marginalises academic input into governance processes. This article aims to critically analyse the legal constitutional framework, and the regulatory framework, within which universities in England operate, and the implications for governance. Specific reference is made to the constitutions of pre-1992 universities and post-1992 universities.
This article further cosiders the regulatory framework under the Office for Students (OfS), including the extensive the powers available to the OfS to intervene in universities, and their approach in exercising those powers. Problems in the regulatory framework’s reliance on self-reporting by universities are examined, in particular, as well as the Code of Governance for Higher Education.
This article concludes that the current legal and governance framework is not conducive to effective governance, and makes a number of recommendations for reform
Legal education in the US, case study method of training, and public interest litigation
Get PDFn the US the medium of instruction at law schools is the case law method that was inaugurated by the Harvard university and which teaches both the substantive law and procedural rules. There has been criticism of this form of legal education because it is considered as overly academic, despite its clinical training and emphasis on preparing students for the private sector, There is scope for induction in public interest litigation in the ABA approved law schools that teach the Juris Doctor that is followed by the State Bar examination. The question posed by this paper is whether the legal training is exclusively intended for the market or if the clinical legal education programmes in law schools offer the opportunity for those students who want the experience of practice in the public sector. This enables the newly qualified attorneys to become part of non profit ventures when they become practitioners and they can provide their expertise in public interest litigation. The argument here is that there is an increasing access to justice modules available by means of involvement in clinical legal education that are an extension of the case law method of study, but that they lead to debt problems for students post qualification, and a means has to be found for the concession for students who study law from less privileged backgrounds
Editorial
Get PDFIn Spring 2020 our ‘normal’ changed dramatically, on a really large scale. We, like colleagues across the globe, have been moving through the crafting of this EJLE second issue under extremely unusual circumstances, and in the wider context the crisis has created challenges for and within the higher education community. Education has not shut down during the pandemic, instead it has shifted from physical spaces to online and remote learning - and this is something the education industry was not prepared for. It is no surprise that this issue is influenced by these experiences over the last twelve months, and some of the analyses and reflections were prompted by this crisis. It is difficult to predict the ramifications for higher education and the longer term implications of the challenges we faced over the last months. However, some resulting challenges, the opportunities and the broadening of our perspectives are addressed in this second issue