The challenge of massive open online courses (MOOCs) to traditional legal education: The Australian experience

Riley, J

The challenge of massive open online courses (MOOCs) to traditional legal education: The Australian experience

Riley, J

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Legal Education in the Global Context: Opportunities and Challenges, 2016, pp. 248-257
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Riley, J
dc.date.accessioned	2022-12-12T03:25:21Z
dc.date.available	2022-12-12T03:25:21Z
dc.date.issued	2016-01-01
dc.identifier.citation	Legal Education in the Global Context: Opportunities and Challenges, 2016, pp. 248-257
dc.identifier.isbn	9781472444967
dc.identifier.uri	http://hdl.handle.net/10453/164315
dc.description.abstract	This chapter presents perspective of a legal educator in Australia, and particularly in New South Wales, who must remain ever mindful of the stipulations of the Legal Profession Admission Board when contemplating even minor changes to curriculum or delivery of accredited law degrees such as the Bachelor of Laws, or the Juris Doctor. The most ambitious law students will certainly want to acquire accredited qualifications. So until it is possible to obtain an accredited law degree through Massive Open Online Courses, ‘real-time’, in-person enrolment in law schools is likely to remain the norm. In many ways, digital tools can supplement the more traditional forms of ‘knowledge transfer’ to free up more class time for interactive learning. Legal profession admission authorities jealously guard admission to the profession and are likely to be very reluctant to open admission to candidates whose qualifications have been gained entirely ‘online’.
dc.format.extent	19
dc.language	en
dc.publisher	Routledge
dc.relation.ispartof	Legal Education in the Global Context: Opportunities and Challenges
dc.relation.isbasedon	10.4324/9781315563244-15
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	The challenge of massive open online courses (MOOCs) to traditional legal education: The Australian experience
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Law
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-12-12T03:25:20Z
pubs.place-of-publication	UK
pubs.publication-status	Published
dc.location	UK

Abstract:

This chapter presents perspective of a legal educator in Australia, and particularly in New South Wales, who must remain ever mindful of the stipulations of the Legal Profession Admission Board when contemplating even minor changes to curriculum or delivery of accredited law degrees such as the Bachelor of Laws, or the Juris Doctor. The most ambitious law students will certainly want to acquire accredited qualifications. So until it is possible to obtain an accredited law degree through Massive Open Online Courses, ‘real-time’, in-person enrolment in law schools is likely to remain the norm. In many ways, digital tools can supplement the more traditional forms of ‘knowledge transfer’ to free up more class time for interactive learning. Legal profession admission authorities jealously guard admission to the profession and are likely to be very reluctant to open admission to candidates whose qualifications have been gained entirely ‘online’.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/164315