Author ORCID Identifier

009-0001-4240-9707

Document Type

Case Study

Disciplines

5.3 EDUCATIONAL SCIENCES, Teaching and Learning

Publication Details

Integrating Digital Technologies, Business Law, Technological University Dublin, Yr. 3, FT, Blanchardstown.

doi:10.21427/7hg7-pn08

Abstract

Student participation and interaction in class, with lecturers and peers, is paramount to student success (Dahmani et. al., 2024). Academia is experiencing the development of a pattern of behaviour where students do not feel comfortable speaking in in front of peers and academics (Archbell & Coplan, 2022). This pattern of behaviour has a negative impact on the student experience. Legal modules in universities are focused on the theory of law and are delivered in traditional lecture format. The Business Law module in question, is delivered in two business programmes in the Faculty of Business and focuses on the theory of the regulatory environment of business. Student perceptions of legal modules vary; however, these types of modules are often seen as boring to students (Horng et al., 2019). The student perceptions of these types of modules and the reluctance of students to engage in classroom discussions and interactions prompted a change to the delivery format of the Business Law Lectures.

DOI

https://doi.org/10.21427/7hg7-pn08

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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