![]() ![]() Hopefully this paper could be a catalyst for future research on the areas of legal studies and learning strategies for law students. It became apparent that while PBL is seen to be a systematic approach that throbbing the students’ thinking and thoughts thus stimulate their experiential learning process through which they develop their understanding and knowledge, problem solving is also claimed to be such kind of approach that anticipates students’ learning and engagement. The study found few comparison points between PBL and problemsolving approach when conducted among law students, particularly in terms of type of questions used, the duration of the task, the steps taken to solve the problems, and the endproduct of both learning approaches. Data sources in the form of reflective notes by the lecturer and the students were analysed using the computer-aided qualitative analysis software -ATLAS.ti version 9. Students at School of Law of one higher learning institution in Malaysia were exposed to PBL and legal problem-solving approach. This paper therefore identifies the characteristics/features of PBL and compare them with the problem-solving approach that has then been part of the legal study approach in the law programme at School of Law. It is an essential skill for the study and practice of law. It is therefore quite challenging to claim PBL as an innovative approach to the customary practice of problem solving that has become part of the “traditional” approach as far as legal studies is concerned. Despite this, in law programmes, problem solving or specifically, legal problem-solving is commonplace. Being considered as a deep approach in learning, PBL has been broadened to variety of fields including law. ![]() In PBL, students are expected to learn through educational experience when the problems are associated with the real-world context thus promoting the concept of student learning or focusing on student-centred learning. Problem-based learning (PBL) is a pedagogical approach that has been adopted since decades. It is a great hope that this paper could shed light onto future research on the potential of implementing PBL in legal studies. Additionally, they gained better understanding of the lessons, ability to learn new things, enhanced their knowledge in the area of consumer protection in online contractual issues. The study found great features of PBL in facilitating students’ self-empowerment, particularly that PBL learning strategy provided the students with the ability to share views with one another, given that the problem required them to work collaboratively. ![]() At the post implementation stage of the PBL strategy, reflective notes by the lecturer and the students were analysed using the computer-aided qualitative analysis software - ATLAS.ti version 9. Learning artifacts include instructions to the students, entry document, and live document through Google Sheets. Tracing the implementation of the PBL strategy for the purpose of this study, three stages are deliberated: planning, implementation and reflection. In light of this understanding, this paper provides an account of the PBL learning strategy for the teaching and learning of contract law, involving postgraduate students from one higher learning institution in Malaysia. PBL has been expanded to a range of learning areas, including law and legal studies, given its potential as a thorough and interactive approach to learning. PBL encourages students to learn through academic experience when challenges are connected to the real world, supporting the development of student performance or emphasizing on student-centred learning. Problem-based learning (PBL) is an educational strategy that has been widely employed for generations.
0 Comments
Leave a Reply. |